Tuesday

This morning, after the announcements, we had a quick, emergency, class meeting.  The reason?  Someone had come into my class, yesterday afternoon, after I left.  They told the Robotics teacher that I had taken a wristband from them and told them they could come get it.  The Robotics teacher watched them go into my desk and take some gum.  I told the students that this hurt me and made me feel disrespected.

After our talk, we began our literacy block.  We had two visitors from Ms. Marsh's fourth grade class come speak to us about their experiences with Genius Hour. They also answered some questions from our students.

After they left the students got to work on their independent work.  First, all reading groups finished reading their new books and listed unknown words on a sticky note.  Then they practiced their word work words writing each across and down.  Finally, the students began brainstorming topics and questions for their Genius Hour project.

Pink:  Independently the students read the entire book and listed unknown words.  In group we reviewed the extensive vocabulary in their book and practiced using many of the words.  After that we retold the story, together, as a group.  For HOMEWORK the students need to reread the story.

Green:  Independently the students read the entire book and listed unknown words.  In group we reviewed the extensive vocabulary in their book and practiced using many of the words.  After that we retold the story, together, as a group.  For HOMEWORK the students need to reread the story.

Blue:  Independently the students read the entire book and listed unknown words.  In group we reviewed the extensive vocabulary in their book and practiced using many of the words.  After that we retold the story, together, as a group.  For HOMEWORK the students need to reread the story.

After our literacy block the students enjoyed outdoor recess and lunch.

When they returned to class we began our math block.  First we did a Train Your Brain where students listed as many facts as they could with an even product and a 6 in the tens column.  Then we began our rotations.

During the small group, teacher-led, instruction the students used rulers to measure the perimeter of rectilinear figures, in inches.

During math with a partner, the students used 12, 1-inch squares, to creates rectangles with different perimeters but the same area.

Finally, during math with a partner, the students viewed two Learn Zillion lessons about perimeter and took notes in their math journals.

HOMEWORK is posted on Google Classroom.

We only made it through the first two math rotations due to a special treat.  After math we went to the mobile science lab and made soy glue.  Tomorrow we will test the glue, against Elmer's glue, to see which has a stronger bond.

After our science lesson we returned to the classroom.  Ms. Snyder met us there to do a lesson about personal body safety.

Spring pictures are Friday.  Order forms will be sent home Thursday.

Marvelous Monday - First Day of Marking Period 4

Today, after the announcements, we reviewed our new TASS skills, persistence and elaboration.  Then we began our literacy block.

First, I introduced and explained the characteristics of traditional stories.  Then I shared a Google Slide presentation explaining the four types (fables, folktales, myths, and legends) and the characteristics of each.  After that, I told the students about an exciting change to our inquiry projects.  This marking period we will be trying out "Genius Hour".  Genius hour is a movement that allows students to explore their own passions and encourages creativity in the classroom. It provides students a choice in what they learn during a set period of time during school.

Today, while I met with guided reading groups, the students watched the traditional story, Jack and the Giant Barbecue, and then used provided resources to determine the type of traditional story it is and the characteristics that made them think the way they do.  Next the children practiced their word work words by writing each using one color for vowels and another for consonants.  Finally, the students joined the new Google Classroom Genius Hour page, watched some videos explaining it, and then posted what they learned and what they are wondering on a padlet board I created.

Pink:  In group we began by taking notes on the 4 types of traditional stories and the characteristics of each.  Then I introduced their new book, The Stonecutter, and gave a brief summary of it.  After that, I defined some pertinent vocabulary.  Then the students read to the sticky note and determined key details.  For HOMEWORK the students needs to reread up to the sticky note on the page where the stonecutter is turned into a prince.

Green:  In group we began by taking notes on the 4 types of traditional stories and the characteristics of each. Then I introduced their new book, Rumplestiltskin's Daughter, provided a brief summary, and reviewed pertinent vocabulary.  Then the students read up to the sticky note and determined the most important key detail.  For HOMEWORK the children need to reread up to the sticky note.

Blue:  In group we began by taking notes on the 4 types of traditional stories and the characteristics of each. Then I introduced their new book, Lon Po Po, provided a brief summary, and reviewed important vocabulary.  After that, the students read up to the sticky note and determined the most important key detail.  For HOMEWORK the students need to reread up to the sticky note.

After our literacy block the students enjoyed outdoor recess and lunch.

When they returned to class we began our math block.  First we completed a Train Your Brain finding the different arrays that could be created to plant 30 vegetables in equal rows.  Then we began our math rotations.

During the small group, teacher-led, instruction we defined perimeter and compared it to area.  Then we measured and calculated the perimeter of an index card.

During math with  a partner, the children worked on basic fact fluency playing Four in a Row or Factor Pathways board game.

Finally, during the technology rotation, the students watched two Khan Academy lessons about Perimeter and then practiced the skill.

HOMEWORK is posted on Google Classroom.

IN between the first and second math rotations, the students went to PE with Mr. Benco.

Fabulous Friday

This morning we visited Clarksburg High School to view the first act of the play, The Little Mermaid.  It was a real treat!!  We all enjoyed the wonderful performance and the children were very well behaved!  :-)

When we returned to school it was time for outdoor recess and lunch.

After lunch, the students returned to the classroom and we watched a video to learn about the Pennies for Patients program which the school will be participating in next week.

Next we changed classroom jobs.

Then the students took a multiplication facts formative.

After that the children had a chance to finish publishing and illustrating their realistic fiction picture books.  Then we shared the responsible financial decision making trees that they completed in small groups on Tuesday.

Next we shared homework writing journals.

Finally, we ended the day with our weekly class meeting.  First students had the chance to share what was on their minds.  Then we exchanged thank yous and compliments.   After that we continued our study of the growth mind set.  We watched a Go Noodle lesson about neurons and how our brains work.  We learned that when we learn something new, which at the time is a challenge, our neurons make connections in our brains.  Things becoming easier as these connections are made.

Have a great weekend!

Thriving Thursday

This morning, after the announcements, we began our literacy block.  I began by modeling the read to self independent assignment that all groups completed.  I demonstrated how to use an online Venn Diagram to compare and contrast the facts, about the Statue of Liberty, found in Emma's Poem and in The Statue of Liberty:  A Gift from France.

After that, the children worked independently to complete the Venn Diagram using their notes from guided reading groups and the two texts.  Then they practiced their word work words writing each once in print and again in cursive.  Finally, they continued publishing and illustrating their realistic fiction picture books.

In small group, with ALL groups, we shared and discussed the facts they placed on their online Venn Diagrams.  Each group will be getting new guided reading groups on Monday, when we begin our unit on Traditional Tales.

After our literacy block the students enjoyed indoor recess and lunch.

After lunch I had an in-house planning meeting to attend.  The children had a substitute who followed my plans.

They began with a Train Your Brain in math.  Then they began their math rotations.

During the small group lesson each group began with a multiplication basic fact pre-test and then worked on multiplying multiples of ten.

During math with a partner, the children worked on their basic multiplication fact fluency by playing either Factors Pathway or Four in a Row.  Both are board games they had played earlier in the week.

Finally, during the technology rotation, the students worked on their basic fact fluency using Xtra Math.

During our math block the students went to art with Mrs. Daniell.

We will have a quiz on the basic multiplication facts tomorrow...no word problems, just the facts.

HOMEWORK is on Google Classroom.

After math, the students had a chance to share the decision trees they made to match the responsible financial decision making scenarios earlier in the week.

Wonderful Wednesday

This morning, after the announcements, we began our literacy block.  Today all groups read a second non-fiction text about the Statue of Liberty and listed new facts in their RRJ.  So, I began our block by modeling how to read and determine which facts to include on the list.  After that, the students practiced their word work words.  The pink group wrote and drew a picture of each word.  The green and blue groups did a meaning check for 10 more of their words.  Finally, the students continued publishing and illustrating their realistic fiction picture books.

As the students worked, I met with guided reading groups.

Pink: In group we reread pages 7-12, stopping at the end of each page to analyze what we read and determine if there were new facts to add to our lists.  Students added any new facts that they had not included during their independent work time.  As we read we used decoding skills to read multi syllabic words and vocabulary skills to determine the meaning of unknown words.

Green:  In group we reread pages 7-12, stopping at the end of each page to analyze what we read and determine if new facts needed to be added.  Students added any new facts that they had not included during their independent work time.

Blue:  In group we reread pages 7-12, stopping at the end of each page to analyze what we read and determine if new facts needed to be added.  Students added any new facts that they had not included during their independent work time.

After our literacy block the students enjoyed outdoor recess and lunch.

When the students returned to class, we began our math block.  First we did a Train Your Brain which had the students use a set of data to identify true statements.  After that we began our math rotations.

During the small group, teacher-led, instruction we reviewed strategies to help memorize the basic multiplication facts.  Then we constructed a Frayer Model to identify the definition, characteristics, examples, and non-examples of multiples of ten.

During math with a partner, the students engaged in math discourse as they played Factors Pathway, a board game designed to increase multiplication fact fluency.

During the technology rotation, students continued working on their basic fact fluency using Xtra Math.

HOMEWORK is posted on Google Classroom.

The children ended their day in music.

Terrific Tuesday

This morning, after the announcements, we began our literacy block.

While I met with small groups, the students worked on the following independent assignments.  First, all reading groups re-watched the story, Emma's Poem, and then, in their RRJ, identified 3-4 events from the story and their cause.  After that, they practiced their word work words.  The pink group completed "Look, Say, Cover, Write, Check".  The green and blue groups completed a meaning check for 10 of their words.  Finally, the students continued publishing and illustrating their realistic fiction picture books.

Pink:  In group we re-listened to Emma's Poem so that I could model identifying events and describing what caused each.  We spent a lot of time listening to and discussing parts of the story to determine what the author was saying and deciding if an event and/or cause was mentioned.

Green:  In group we discussed the structure of this story and then reviewed the main idea.  Then we began sharing, and discussing, the events and causes they had written on the t-chart in their RRJ.  Finally, we reviewed the facts we had learned by read the book, Emma's Poem.

Blue:  In group we discussed the structure of this story and then reviewed the main idea.  Then we began sharing, and discussing, the events and causes they had written on the t-chart in their RRJ.  Finally, we reviewed the facts we had learned by read the book, Emma's Poem.

After our literacy block the students enjoyed indoor recess and lunch.

Once the students returned to class we began our math block.  First we completed a Train Your Brain with the students listing as many equations as possible with a product of 64.  Then we began our rotations.

During the small group, teacher-led, instruction we practiced using various methods (but NOT dots or tallies) to solve the basic multiplication facts.  At the end of the week, students will be tested on their multiplication fact fluency.

During math with a partner, the students increased their basic facts fluency by playing 4 in a Row, a board game.

Finally, during the technology rotation, the students worked on their basic fact fluency using Xtra Math.

HOMEWORK is on Google Classroom.

After math we took a much needed Go Noodle brain break and then began a social studies lesson about responsible financial decision making.

First, we defined the term financial and identified examples and non-examples.  Then we discussed how we make financial decisions.  After that, we saw an example of an adult making a responsible financial decision using a decision tree.  Finally, the students worked collaboratively to complete a decision tree using a given scenario.

After packing up we shared our favorite part of the day.  :-)

Marvelous Monday - Welcome Back from Spring Break!

I sincerely hope that all of you had a wonderful Spring Break!!

This morning, after the announcements, we took a minute to share one thing we did over our break.  Then we began our literacy block.

This week, all groups will be reading and comparing the same two texts about the Statue of Liberty.  Today the students began with the book, Emma's Poem.  They listened to it being read aloud twice.  The first time they were to determine that the author wanted us to learn.  Then, during the second reading, they listed key details in their RRJ.  After that, the students cut apart and put initials on the back of their new word work words.  Then they did a header wort using these words.  Finally, the children continued working on publishing and illustrating their realistic fiction picture books.

During this time, I met with students to review their realistic fiction picture books and met with guided reading groups.

Pink:  In group we rewatched the story, Emma's Poem, stopping intermittently to restate the events in the book.  Then we discussed the main idea of the story and listed key details.  Finally, we did a header sort with our new word work words.  This list focuses on compound words.

Green:  In group we reviewed and listed the key details from Emm'a Poem.  Then we did a header sort with their new word work words which focus on w- controlled vowels.

Blue:  In group we reviewed the main idea of Emma's Poem and listed the key details.  Then we did a header sort with their new word work words which focuses on the suffixes -ty and -ity.  These suffixes generally change an adjective to a noun with the meaning, "quality of".

HOMEWORK for all reading groups is to read for 15 minutes using a book on MyON or any other book they choose.

After our literacy block the students enjoyed outdoor recess and lunch.

When the students returned to class we began our math block.  First, though, I introduced a new web site called Xtra Math.  This is a site that has been shown to increase proficiency in the basic facts. A parent letter will be coming home in home folders this evening.

Then we began our math rotations.

During the small group, teacher-led, instruction we reviewed comparing fractions with like denominators or numerators and then practiced using known facts to help us memorize the more challenging basic multiplication facts.

During math with  partner, the students worked on basic multiplication fact fluency by playing Multiplication War.

Finally, during the technology rotation, the students logged into Xtra Math, watched the student tutorial, and then began working on their facts.

In between the first and second rotations, the students went to PE with Mr. Benco.

HOMEWORK is posted on Google Classroom.