Hopefully, you are aware that today is an early dismissal day. We have also dubbed it SGA Friday...it will be obvious why as you read on!
We began the day with elections in homeroom to select an SGA class rep. I was so proud of all who had the courage to take the risk to run...and I told the class so! Dylan and Jaylah are our new class reps. Congrats to ALL!
Then we had a shortened math class. We reviewed last night's homework and the students took a quiz. It should be scored and in their binders when they arrive at home this afternoon.
Then we had a shortened reading class. The children worked on any unfinished work and I conferenced with two students on their writing pieces...look for the return of reading groups on Monday!
Next we went to the SGA general election assembly in the gym. We listened to the speeches from the 4th and 5th grade students who are running for an SGA office. After voting, we will go to lunch and then pack up to go home!
Friday, October 1, 2010
Thursday, September 30, 2010
Rainy Thursday
This morning, in math, we reviewed rounding numbers to the nearest ten and hundred. Then we practiced using that skill to estimate word problems involving subtraction. For homework there is a worksheet that is similar to our classwork. We will have a quiz tomorrow that will cover place value, numeric patterns, subtraction and rounding numbers.
In reading we used the National Geographic to identify text features common to non-fiction text (table of contents, bold print, diagrams, maps, chart, index, etc.) Then the students identified sensory images that were used by the author who wrote the article called Lively Lizards. Additionally, the students continued working on their writing pieces...many have completed their final draft! After that, the children completed any unfinished work from the week. During this time, I continued conferencing with individual students on their writing pieces.
Following lunch and indoor recess, the children went to the computer lab for a lesson with Mrs. Rose, the media specialist. When they return to class, Mrs. Howard will conduct a lesson about organization.
In reading we used the National Geographic to identify text features common to non-fiction text (table of contents, bold print, diagrams, maps, chart, index, etc.) Then the students identified sensory images that were used by the author who wrote the article called Lively Lizards. Additionally, the students continued working on their writing pieces...many have completed their final draft! After that, the children completed any unfinished work from the week. During this time, I continued conferencing with individual students on their writing pieces.
Following lunch and indoor recess, the children went to the computer lab for a lesson with Mrs. Rose, the media specialist. When they return to class, Mrs. Howard will conduct a lesson about organization.
Wednesday, September 29, 2010
Hump Day...A good day thus far!
One of the best parts of my job is when students ask a good question...what exactly is a good question? Well, one that shows evidence of some sort of thought process...this includes questions such as, how did you get that 1? What is a three digit number? What does (fill in the blank) mean? I applaud students who ask questions that not only clarify THEIR thinking but also clue me in to what is challenging their learning. It makes my job SO much easier!!
Today we had many students asking good questions which has left me with the feeling that a lot of good learning was done today!!
In math we practiced rounding three digit numbers to the tens and hundreds. I worked with a small group on this skill, while the other students worked independently. There is a rounding worksheet for homework.
At the beginning of our reading block there was a school wide code blue/code red practice drill. This is simply an opportunity for students to learn the procedure in the event of an emergency. The students did well and nobody seemed worried or stressed!
After that I introduced a long term, at-home, required project...a paper bag book report. I reviewed the assignment sheet (which is in their home folders and needs to be signed by you tonight) AND I showed them an actual example. I feel pretty certain that the students have a clear picture in their head of what is expected. They are due on Tuesday, October 26.
Then I introduced a new word of the week (pact - an agreement) and handed out a worksheet that will help the children "get to know" their National Geographic magazines. The students worked on these assignments and their personal narratives as I met with students individually to conference with them on their writing pieces. Therefore, we did not meet in reading groups today.
I have to say, though, that I found the conferences to be quite productive AND I saw lots of great writing skills!!
Following lunch and recess the students went to PE. When they return we will clarify the difference between geographical characteristics and resources in social studies.
Today we had many students asking good questions which has left me with the feeling that a lot of good learning was done today!!
In math we practiced rounding three digit numbers to the tens and hundreds. I worked with a small group on this skill, while the other students worked independently. There is a rounding worksheet for homework.
At the beginning of our reading block there was a school wide code blue/code red practice drill. This is simply an opportunity for students to learn the procedure in the event of an emergency. The students did well and nobody seemed worried or stressed!
After that I introduced a long term, at-home, required project...a paper bag book report. I reviewed the assignment sheet (which is in their home folders and needs to be signed by you tonight) AND I showed them an actual example. I feel pretty certain that the students have a clear picture in their head of what is expected. They are due on Tuesday, October 26.
Then I introduced a new word of the week (pact - an agreement) and handed out a worksheet that will help the children "get to know" their National Geographic magazines. The students worked on these assignments and their personal narratives as I met with students individually to conference with them on their writing pieces. Therefore, we did not meet in reading groups today.
I have to say, though, that I found the conferences to be quite productive AND I saw lots of great writing skills!!
Following lunch and recess the students went to PE. When they return we will clarify the difference between geographical characteristics and resources in social studies.
Tuesday, September 28, 2010
Terrific Tuesday
As I type, the sun is beginning to shine...it definitely reflects how our day has gone so far!
In math we reviewed rounding two digit numbers to the nearest ten. I believe that most kids own this concept, now. So tomorrow we will round three digit numbers to the nearest ten and numbers to the closest hundred. Additionally, today, I worked with a small group on solving three digit subtraction with regrouping problems. There is a TWO sided worksheet for homework.
We began reading by learning about the editing and conferencing process for our writing workshop. Basically, there is a two-sided worksheet (checklist) that guides the students through self and peer editing and conferencing. While I met with reading groups the students worked on their rough drafts, began the editing and conferencing process and previewed our first National Geographic.
A word about the magazines...these have been purchased, by the school, for each student. They are to be kept in the reading section of their binder. If an issue is lost, we can not replace it. However, students will still be expected to completed any assigned work that pertains to it. SOOOO...please help your child remember to keep it in their binder!
Reading Groups:
Blue: We continued reading Abuela's Weave but the group was struggling with it. I collected the book and we will begin a new, more appropriate book, tomorrow.
Green: We reviewed their unknown words from homework. Then we read and discussed the story. For homework they need to reread the story and identify the problem and solution by placing a sticky note, labeled either "p" or "s" in the text.
Red: We shared our pictures from homework and reread page 32 noting what needed to be added to our work. Then we continued reading the story. For homework the students need to read pages 32-45 and identify who is moving...this can be jotted in their planner!
Following lunch and recess we will complete our science activity (solving the crime) from yesterday. Then Mrs. Howard will stop by to discuss the SGA election process with the entire third grade.
Anyone interested in volunteering between 11:30 and 12:45, please contact me. This would involve keeping students on task during independent work time during our reading block. Thanks!
In math we reviewed rounding two digit numbers to the nearest ten. I believe that most kids own this concept, now. So tomorrow we will round three digit numbers to the nearest ten and numbers to the closest hundred. Additionally, today, I worked with a small group on solving three digit subtraction with regrouping problems. There is a TWO sided worksheet for homework.
We began reading by learning about the editing and conferencing process for our writing workshop. Basically, there is a two-sided worksheet (checklist) that guides the students through self and peer editing and conferencing. While I met with reading groups the students worked on their rough drafts, began the editing and conferencing process and previewed our first National Geographic.
A word about the magazines...these have been purchased, by the school, for each student. They are to be kept in the reading section of their binder. If an issue is lost, we can not replace it. However, students will still be expected to completed any assigned work that pertains to it. SOOOO...please help your child remember to keep it in their binder!
Reading Groups:
Blue: We continued reading Abuela's Weave but the group was struggling with it. I collected the book and we will begin a new, more appropriate book, tomorrow.
Green: We reviewed their unknown words from homework. Then we read and discussed the story. For homework they need to reread the story and identify the problem and solution by placing a sticky note, labeled either "p" or "s" in the text.
Red: We shared our pictures from homework and reread page 32 noting what needed to be added to our work. Then we continued reading the story. For homework the students need to read pages 32-45 and identify who is moving...this can be jotted in their planner!
Following lunch and recess we will complete our science activity (solving the crime) from yesterday. Then Mrs. Howard will stop by to discuss the SGA election process with the entire third grade.
Anyone interested in volunteering between 11:30 and 12:45, please contact me. This would involve keeping students on task during independent work time during our reading block. Thanks!
Monday, September 27, 2010
Monday...
It's hard to believe it, but we are halfway through the first marking period. Interim reports will be coming home later this week.
In math we reviewed the steps for rounding numbers to the nearest ten. The students took notes in their math journals but we did not have time for independent practice. Therefore, tonight's homework is a review of subtraction with regrouping.
The quizzes from Friday were scored this morning and will be coming home this evening.
In reading we read the story Flossie and the Fox. It is a SUPER story that is very entertaining. Ask your child about it! We reviewed the story elements and identified the plot. Then the students were to write a new ending to the book in their RRJ. They had done a similar assignment, with the substitute on Friday, so I was looking forward to seeing their work. Unfortunately, many students did not write a new ending. Instead they wrote about the plot! We will work on following direction and making sure that responses match the assignment!!
While the students did their RRJ assignment, practiced writing the letters f, p and j in cursive and corrected spelling in their RRJs, I met with reading groups.
Blue: We began reading Abuela's Weave. Tonight they need to reread up to the post-it note (this is the beginning of the story) and draw a picture and write about the beginning of the story in their RRJ.
Green: The group received a new book. Tonight they need to preview the book and list any unknown words. Just a reminder, unknown words are words they either don't know how to pronounce or they do not know the meaning.
Red: Discussed predictions for what will happen next. Then we continued reading. Tonight the students need to read pages 28-32 and draw a picture of the backyard (as described on page 32) in their RRJ.
Following indoor recess, the students went to art. When they return, we will use their knowledge of fingerprints to solve a "crime".
In math we reviewed the steps for rounding numbers to the nearest ten. The students took notes in their math journals but we did not have time for independent practice. Therefore, tonight's homework is a review of subtraction with regrouping.
The quizzes from Friday were scored this morning and will be coming home this evening.
In reading we read the story Flossie and the Fox. It is a SUPER story that is very entertaining. Ask your child about it! We reviewed the story elements and identified the plot. Then the students were to write a new ending to the book in their RRJ. They had done a similar assignment, with the substitute on Friday, so I was looking forward to seeing their work. Unfortunately, many students did not write a new ending. Instead they wrote about the plot! We will work on following direction and making sure that responses match the assignment!!
While the students did their RRJ assignment, practiced writing the letters f, p and j in cursive and corrected spelling in their RRJs, I met with reading groups.
Blue: We began reading Abuela's Weave. Tonight they need to reread up to the post-it note (this is the beginning of the story) and draw a picture and write about the beginning of the story in their RRJ.
Green: The group received a new book. Tonight they need to preview the book and list any unknown words. Just a reminder, unknown words are words they either don't know how to pronounce or they do not know the meaning.
Red: Discussed predictions for what will happen next. Then we continued reading. Tonight the students need to read pages 28-32 and draw a picture of the backyard (as described on page 32) in their RRJ.
Following indoor recess, the students went to art. When they return, we will use their knowledge of fingerprints to solve a "crime".
Thursday, September 23, 2010
Thursday
I wanted to start by letting all of you know that I will be out tomorrow at a dental appointment. Therefore, there will be no new blog posting.
In math we reviewed three digit subtraction when multiple regroupings are needed. Then the students wither worked independently on a worksheet or met in a small group. One small group worked on subtraction with regrouping. Another worked on identifying the rule for a numeric pattern and using the rule to extend the pattern. We will have a quiz tomorrow that will cover place value, subtraction with regrouping and numeric patterns. There is a pattern worksheet for homework.
A quick word about independent math work...students who are not meeting in a small group will typically be given a worksheet to complete independently. These worksheets, for various reasons, my not be completed in entirety. It is not my intention to have the students work on these at home...that would almost appear to be a punishment I do send home the unfinished worksheets so that you can see what they are working on and how they are doing.
To begin reading I reviewed the expectations for written assignments, again. Then I modeled a well-crafted response for yesterday's RRJ assignment. I made sure to point out issues I had seen in student work and clarify how to improve these areas. Then we read the story Library Lil and discussed and charted the plot.
While I met with reading groups the students wrote about the plot of Library Lil in their RRJs. They also completed a proofreading page in their spelling packet. After that they worked on any unfinished work such as the word of the week, cursive and their rough draft. If they had nothing else to do, they worked on correcting the spelling in their RRJ assignments and then read quietly.
Reading Groups:
Blue: We didn't meet today. We will review the list of unknown words in class tomorrow.
Green: We reviewed words with -ious to clarify sound and meaning. Then, after posing couple of comprehension questions, we discussed the difference between decoding (word calling) and reading for comprehension. Tonight they should reread up to the sticky note...work on fluency and phrasing.
Red: To activate our prior knowledge we discussed challenges that families face, such as, divorce, death, new babies, etc. Then we began reading the story Talk About a Family. Tonight the children need to reread about to page 17 and tell an adult about Mr. Parker.
Following lunch and recess the students visited the media center. After that, Mrs. Howard will conduct a lesson about organization.
In math we reviewed three digit subtraction when multiple regroupings are needed. Then the students wither worked independently on a worksheet or met in a small group. One small group worked on subtraction with regrouping. Another worked on identifying the rule for a numeric pattern and using the rule to extend the pattern. We will have a quiz tomorrow that will cover place value, subtraction with regrouping and numeric patterns. There is a pattern worksheet for homework.
A quick word about independent math work...students who are not meeting in a small group will typically be given a worksheet to complete independently. These worksheets, for various reasons, my not be completed in entirety. It is not my intention to have the students work on these at home...that would almost appear to be a punishment I do send home the unfinished worksheets so that you can see what they are working on and how they are doing.
To begin reading I reviewed the expectations for written assignments, again. Then I modeled a well-crafted response for yesterday's RRJ assignment. I made sure to point out issues I had seen in student work and clarify how to improve these areas. Then we read the story Library Lil and discussed and charted the plot.
While I met with reading groups the students wrote about the plot of Library Lil in their RRJs. They also completed a proofreading page in their spelling packet. After that they worked on any unfinished work such as the word of the week, cursive and their rough draft. If they had nothing else to do, they worked on correcting the spelling in their RRJ assignments and then read quietly.
Reading Groups:
Blue: We didn't meet today. We will review the list of unknown words in class tomorrow.
Green: We reviewed words with -ious to clarify sound and meaning. Then, after posing couple of comprehension questions, we discussed the difference between decoding (word calling) and reading for comprehension. Tonight they should reread up to the sticky note...work on fluency and phrasing.
Red: To activate our prior knowledge we discussed challenges that families face, such as, divorce, death, new babies, etc. Then we began reading the story Talk About a Family. Tonight the children need to reread about to page 17 and tell an adult about Mr. Parker.
Following lunch and recess the students visited the media center. After that, Mrs. Howard will conduct a lesson about organization.
Wednesday, September 22, 2010
Hump Day
We are half way through the week and just humming along!!
In math we continued solving 2 and 3 digit subtraction problems with and without regrouping. I also gave an "exit card" for numeric patterns. This will give me extra data for pulling small groups and planning for whole group instruction! After that, the entire class practiced solving three digit subtraction problems using white boards. Then some students worked independently on a practice worksheet while others met in small groups. One group worked on place value and another group worked on solving subtraction problems that require regrouping. There is a subtraction worksheet for homework.
We began reading by discussing class expectations regarding the quality of work that is completed during independent work time. Then I modeled a well written response for yesterday's in-class RRJ assignment. After that we discussed what a plot of a story is...the problem, solution and events leading from the problem to the solution. Next, I read the story Brave Irene and we charted the plot.
While I met with reading groups the class wrote about the plot of Brave Irene in their RRJ. They also worked on their personal narrative rough draft, created a cartoon for our new word of the week (drowsy), practiced writing the letters r and s in cursive, and corrected misspelled words in their RRJ.
Reading Groups:
Blue: We practiced writing high frequency words on white boards. Then I gave them a synopsis of their next book, Abuela's Weave. For homework they need to preview the book and list any unknown words on the sticky note that is posted on the front cover of their book.
Green: We continued reading and discussing their Richard Wright book. Tonight they need to reread the entire story up to the sticky note. I realize some of this is repetition but my purpose for this assignment is to work on reading fluency.
Red: We reviewed their written homework from last night (identifying a character trait for Minh and using specific details from the book to support it). Unfortunately, all but one student did an inadequate job. So we discussed the expectations for written RRJ assignments and I told them to redo this assignment tonight. I am hoping to get much different results!
Following lunch and recess the students will go to PE. When they return we will share their group posters from yesterday and then learn about the "experts" categories for these words...this will review the three types of resources (human, natural and capital) and introduce physical and human characteristics.
In math we continued solving 2 and 3 digit subtraction problems with and without regrouping. I also gave an "exit card" for numeric patterns. This will give me extra data for pulling small groups and planning for whole group instruction! After that, the entire class practiced solving three digit subtraction problems using white boards. Then some students worked independently on a practice worksheet while others met in small groups. One group worked on place value and another group worked on solving subtraction problems that require regrouping. There is a subtraction worksheet for homework.
We began reading by discussing class expectations regarding the quality of work that is completed during independent work time. Then I modeled a well written response for yesterday's in-class RRJ assignment. After that we discussed what a plot of a story is...the problem, solution and events leading from the problem to the solution. Next, I read the story Brave Irene and we charted the plot.
While I met with reading groups the class wrote about the plot of Brave Irene in their RRJ. They also worked on their personal narrative rough draft, created a cartoon for our new word of the week (drowsy), practiced writing the letters r and s in cursive, and corrected misspelled words in their RRJ.
Reading Groups:
Blue: We practiced writing high frequency words on white boards. Then I gave them a synopsis of their next book, Abuela's Weave. For homework they need to preview the book and list any unknown words on the sticky note that is posted on the front cover of their book.
Green: We continued reading and discussing their Richard Wright book. Tonight they need to reread the entire story up to the sticky note. I realize some of this is repetition but my purpose for this assignment is to work on reading fluency.
Red: We reviewed their written homework from last night (identifying a character trait for Minh and using specific details from the book to support it). Unfortunately, all but one student did an inadequate job. So we discussed the expectations for written RRJ assignments and I told them to redo this assignment tonight. I am hoping to get much different results!
Following lunch and recess the students will go to PE. When they return we will share their group posters from yesterday and then learn about the "experts" categories for these words...this will review the three types of resources (human, natural and capital) and introduce physical and human characteristics.
Subscribe to:
Posts (Atom)