Thriving Thursday

This morning, after the announcements, we began our literacy block.  Before beginning the independent work, I modeled how to add questions I am wondering about to elaborate on my driving question.  Then I had the students share questions they wondered about that related to my driving questions.  After that, I showed the students the capture sheet they will use when they begin their research tomorrow.

While I met with individual students, to conference on their driving questions, and guided reading groups, the children worked on the following tasks.  First, they completed a guided reading group assignment.  Then they dd a meaning check for 10 of their word work words.  After that, they met with a partner to share their driving questions and off ideas they are wondering about for their partner's Genius Hour project.  Finally, they completed the science worksheet focusing on how a specific animal uses its habitat to meet its basic needs.

Pink:  Independently the students named and explained, in their RRJ, two examples, from their story, that support the theme of heroism.  In group, we began by identifying different moods.  Then , after discussing how illustrators create moods through their pictures, the students chose an illustration and explained how it made them feel and why.  For HOMEWORK the children need to reread the book one last time.

Green:  Independently the students selected an illustration from their book and, in their RRJ, explained how it made them feel and why.  In group, we reviewed the concept of mood.  Then the students shared the illustrations they chose and the mood each created.  For HOMEWORK the students need to reread the book and think about the main events.

Blue:  Independently the students explained, in their RRJ, what the illustrations in their book told us about the main character, She-Who-Is-Alone.  In group, the students shared, and discussed, the information that they gained by looking at the illustrations in their book.  For HOMEWORK the students need to reread the book and think about how they would retell the story in either 3 or 6 events.

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

When the students returned to class we began our math block.  Our Train YOur Brain was a chart showing the various names for different quadrilaterals.  After reviewing the chart we began our rotations.

During the small group instruction we answered and discussed task cards that reinforced the characteristics or quadrilaterals.

During math with a partner the students engaged in discourse as they completed the quadrilateral sort we worked on, yesterday, in small group.  If they finished early they made flashcards to help prepare for tomorrow's quiz.

Finally, during the technology rotation, the students worked on a Ten Marks assignment, using the video tutorials and hints, to classify and sort Quadrilaterals.

In between our first and second rotations, the students went to art with Mrs. Daniell.  When they returned we finished our math block.

HOMEWORK is on Google Classroom.  There will be a quiz on quadrilaterals tomorrow.

Wonderful Wednesday

This morning, after the announcements, we began our literacy block.  While I met with students, to conduct the informal April reading assessments, and small guided reading groups, the children worked independently on the following tasks.  First the completed a guided reading task.  Then they practiced their new word work words by doing, "Look, Say, Cover, Write, Check".  After that, they finished listing what they know and wonder about the two driving questions for their Genius Hour project, chose the question they are most passionate about, and posted it to the Padlet board.  Finally, the students identified one animal, the habitat it lives in, and how the environment meets its basic needs, for science.

Pink:  Independently the students chose 2 unknown words from their reading last night.  For each, they copied the sentence it appears in, identified 3 synonyms using an online resource, and then circled the word that best fit into the sentence from the book.  In group, we reread the second half of the book marking, and discussing, key details that supported the themes of responsibility or heroism.  For HOMEWORK the students need to reread the entire book to work on stamina.

Green:  Independently the students created a web, in their RRJ, identifying key details/events from the book that support the theme of friendship.  In group, we identified and discussed the most important key details and events that support the theme of friendship.  For HOMEWORK the students need to reread the entire book to work on stamina.

Blue:  Independently, in their RRJ, the children identified the theme of their book and used specific details to support and explain it.  In group, we discussed the illustrations and the mood created by them.  We focused on the colors used, how loneliness was portrayed, and the similarities and differences within the facial features of the people.  For HOMEWORK the children need to reread the entire book.

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

When the students returned to class we began our math block with a Train Your BRain.  After that we began math rotations.

During the small group instruction we continued working on the quadrilateral sort we began yesterday.  Students recounted the characteristics of quadrilaterals, rhombuses, squares, and rectangles.  Then they cut out figures and determined which criteria each met.

During math with a partner the students completed the quadrilateral worksheet writing the definition and drawing a picture of each.  Then they practiced identifying quadrilaterals by playing the online game, Quadrilateral SHoot.

FInally, during the technology rotation, the children finished the Ten Marks assignment, then they practiced identifying right angles and quadrilaterals using Khan Academy.

HOMEWORK is posted on Google Classroom.

The children ended their day in music with Mrs. Graf.

Terrific Tuesday

This morning, after the announcements, we began our literacy block.  While I conduct the informal reading assessments for April and meet with guided reading groups, the students worked independently on the following assignments.  First, all reading groups chose 2 unknown words from their text, copied the sentence it was in, selected three synonyms for the word, using an online resource, and then circled the word that fit best in the sentence from the book.  After that, all groups completed a header sort using their new word work words.  Next the students continued working on listing what they know and what they wonder for the two driving questions they identified for their Genius Hour project.  Once they completed that, they determined which question they are most passionate about AND has the most available resources.  They posted that question to a Padlet board for my approval.  Finally, the students completed the habitat chart for science.

Green:  We began group by sharing the key details they marked yesterday supporting the theme of friendship.  Then the students continued reading the book, marking new details supporting this theme.  For HOMEWORK the children need to reread from the sticky note to the end of the book.

Pink:  In group we began reading the book from the beginning, stopping along the way to point out the author's introduction to the main character, setting, and eventually, the problem.  We also looked for, and marked, key details that support the themes of heroism and responsibility.  For HOMEWORK the students need to read the second half of the book, from the sticky note to the end, and list unknown words.

Blue:  During our group we retold the story stopping along the way to discuss how the author introduced the main character, setting, background information, and problem.  We also discussed how the main character reacted to the problem and what we could learn from it.  Finally, we identified themes of the story and identified key details that supported it.  For HOMEWORK the children need to reread the book and think about the theme.

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

When they returned to class we began our math block with a Train Your Brain.  Then we began our math rotations.

During the small group instruction we reviewed the characteristics and definitions of quadrilaterals, rectangles, rhombuses, and squares.  Then we set up a Venn Diagram to sort shapes in order to reinforce the requirements for each of the figures.

During math with a partner the students used an online math dictionary to define and draw an example of various quadrilaterals, again reinforcing the characteristics of each.

Finally, during the technology rotation, the children continued the Ten Marks assignment from yesterday.  Again, they were strongly encouraged to use the videos and hints to solve each problem.

HOMEWORK is posted on Google Classroom.

After math we took a MUCH needed Go Noodle brain break.  Then we focused on science and how natural resources are used to make food, fuel, and fiber.  Together, as a group, we read articles about vanilla, chocolate, and rice.  Then we watched video clips about fossil fuels and ethanol.

Marvelous Monday

This morning, after the announcements, we began our literacy block.  While I met with small groups the children cut apart and put their initials on the back of their new word work words.  Then they completed the habitat chart that they began, for science, on Friday.  After that, they continued working on their two driving questions for their Genius Hour Project.

Green:  First we did a header sort for their new word work words involving the r- controlled vowels, er, ir, and ur.  After that we reviewed the 4 types of traditional stories and determined that our next book, I Can Hear the Sun, is a modern myth.  Then I gave a brief book introduction.  Next we defined and practiced using the words peculiar and gestured.  Finally, the students began reading the book, up to the designated stopping point, and identified key details that support the theme of friendship.  For HOMEWORK the children need to reread up to the stopping point.

Pink:  We began group by reviewing compound words and sorting and using their new words in sentences.  After that, we reviewed the 4 types of traditional stories.  Then I did a book introduction for their new text, Aani and the Tree Huggers.  After that we defined and practiced using the vocabulary, namaste, gashes, and gigantic.  For HOMEWORK the children need to read up to the sticky note and list unknown words.

Blue: We began group by reviewing their new word work words and learning that the endings, -ic, -al, and -ial,  signal either adjectives derived from nouns or nouns derived from verbs.  Then we practiced using two sentences to help us determine the part of speech of some of their words.  After that I passed out their new book, The Legend of the Bluebonnet, and did a quick introduction.  Then we reviewed some vocabulary; Shaman, scarcely, and famine.  Finally, we discussed and identified the story as being a myth.  For HOMEWORK the students need to read the book and list unknown words.

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

When they returned to class we began our math block.  We began with a Train Your Brain warm up.  Students were given a set of data, about packages of Sour Patch Kids, and had to tell me about the data.  After that we began our math rotations.

During the small group instruction we compared and contrasted 3 different quadrilaterals and then completed a Frayer model identifying the definition, characteristics, examples, and non-examples of a rhombus.

During math with a partner the students chose between completing their rectangle robot from last week or creating different rectangles with a perimeter of 18 inches and calculating the area of each.

Finally, during the technology rotation, the students worked on a new Ten Marks assignment focusing on the characteristics of quadrilaterals.  Students were reminded to make use of the videos and hints provided.

HOMEWORK is posted on Google Classroom.

The students went to PE with Mr. Benco in between our first and second math rotation.

Fabulous Friday - Spring Picture Day

This morning, after watching the announcements, we began our literacy block.  Due to a packed schedule this week, we have missed some important science lessons.  Therefore, today , during the independent work time, students watched videos about 6 habitats and took notes on a capture sheet.  I modeled how to do this with the first habitat, the desert.

While I met with guided reading groups the students worked on the following tasks.  First, they read a book, on their lexile level, using MyON and took the quiz that follows.  Next they watched the other 5 videos about various habitats and took notes on their capture sheet.   Finally, they continued working on their Genius Hour driving questions.

Blue:  We met and I collected their Lon Po Po books.  Then we took our spelling test.  After that, we discussed the driving questions for the Genius Hour Project.

Green:  We met and I collected their Rumpelstiltskin's Daughter books.  Then we took our spelling test.  After that, we discussed the driving questions for the Genius Hour Project.

Pink: We met and I collected their The Stonecutter books.  Then we took our spelling test.  After that, we discussed the driving questions for the Genius Hour Project.

During our literacy block we took a break to have our Spring pictures, including our class picture, taken.

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

When they returned to class they took the formative on area and perimeter.  Overall, the students did very well.  Look for the graded quizzes in home folders this evening.

After math we finished the science experiment that we began earlier this week in the Mobile Science Lab.  The students tested the strength of the Soy glue and Elmer's glue, in three different ways, and then rated it.  Finally, they  concluded which was strongest, the soy glue!

Next the students shared their homework writing journal entries.  Then we took a much needed Go Noodle brain break.

Finally, we ended the day with our weekly class meeting.  This week we had a student lead the first two parts.  AK began with a group share and she chose to have students share what was on their minds.  After that SK led the class in sharing compliments and thank yous.  Then I took over and we watched the fifth installment in the first series of Big Ideas, by Class Dojo.  Today's lesson was about facing challenges and how they make your mind grow.

Thriving Thursday

This morning, after the announcements, we began our literacy block.  Before beginning our independent work, I spent time modeling how to choose two driving questions that I am passionate about and listing what I know (K) and what I wonder (W) on a K-W-H chart.

Then students wrote about the theme in their respective guided reading books, using an example from the folktale, and explaining the connection between their example and the theme.  After that, they practiced their word work words with a buddy check or by writing each word three times.  Finally, the students began identifying two driving questions for their genius hour project and listing what they know and what they wonder about each.

As they worked I completed some of the April informal reading assessments and then had an in-house meeting to attend.  In my absence, Mrs. J. helped students with their driving questions.

After the literacy block, the children enjoyed outdoor recess and lunch.

When they returned to class we began our math block.    First we worked on a Train Your Brain, trying to identify a figure with the same perimeter and area.  After that we began our rotations.

During the small group rotation, the students practiced identifying the unknown length of sides of a complex figure, using known measurements.  Then they calculated the perimeter of the entire shape.

During math with a partner the students continued working on their robot using the specified perimeters for each body part.

Finally, during the technology rotation, the children continued working on the Ten MArk assignment that was posted yesterday.

During the second rotation, the students went to with Mrs. Daniell.

HOMEWORK is posted on Google Classroom.

We will have a word work quiz tomorrow
We will also have a math formative covering area and perimeter.

Also, spring picture day is tomorrow.  Our time slot is 11 am.

Wonderful Wednesday - Bus Evacuation

This morning, after the announcements, we began our literacy block.  We chatted a bit about how to choose topics and questions that the students are passionate about for their Genius Hour project.  Additionally, I shared some of the driving questions that Ms. Marsh's students chose for their projects.

WHile I met with guided reading groups and conducted some of the April informal reading assessments, the student worked independently.  First each group used their book, and our discussions, to identify the key events, in their RRJ.  After that, they practiced their word work words using "Look, Say, Cover, Write, Check".  Finally, the students viewed some resources that I linked to the Genius Hour page in Google Classroom and completed their brainstorming sheet listing possible topics and driving questions.

We did take a break to participate in a bus evacuation drill.

Pink:  Independently the students listed 6 key events, from the story, in their RRJ.  In group we practiced breaking apart and decoding multi-syllabic words.  Then we discussed possible theme of the story and found support in the book.  For HOMEWORK the children need to reread the book and think about themes.

Green:  Independently the students listed 6-8 key events, from the story, in their RRJ.  In group we analyzed what the King had learned in the story and how he had changed.  From this we discussed possible themes of the story.  For HOMEWORK the students need to reread the story and think about possible themes.

Blue:  Independently the students summarized the key events, of their book, in their RRJ.  IN group we discussed what the characters learned and how they changed to help us identify possible themes of the story.  For HOMEWORK the students need to reread the book and think about theme.

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

When the students returned to class we began our math block.  First we completed a Train Your Brain with students identifying as many rectangles as they could with a perimeter of 24 inches.  Then we began our math rotations.

During the small group, teacher-led, instruction we practiced identifying the area and perimeter of rectangles.  We also identified the lengths of unknown sides of a figure, using given information.

During math with a partner, students created robots, using centimeter grid paper, given specific perimeters for each body party.  Then they calculated the area of each.  Most students didn't finish, so they will have more time tomorrow.

Finally, during the technology rotation, the children worked on a perimeter assignment that was posted on Ten Marks.  Students were encouraged, repeatedly, to use the videos and hints.

HOMEWORK is posted on Google Classroom.

The students ended their day in music.

We will finish the mobile science lab experiment tomorrow.