This morning we read two more chapter in the Jack Prelutsky book and added new writing tips to our class chart. After that, we reviewed the characteristics of a fantasy story. The we read The Paper Bag Princess and identified the author's message (or moral) of the story. Finally, we learned the structure of a diamante poem (a 7 line poem that compares two different subjects).
Independent work, this afternoon, includes; writing about the author's message in The Paper Bag Princess using support from the story, writing two diamante poems in the students' writer's notebook and reading silently.
In math we began the money section of unit5. Today the students reviewed identifying counting coins up to a dollar. Students were also introduced to several new anchor activities, including two money "apps" for the Ipads. There is a money worksheet for homework tonight.
Following music, the students enjoyed lunch and outdoor recess.
After recess, the students worked independently on the assignments listed above. I met with reading groups.
Bears: We shared and discussed the "unusual happenings" that the students marked in their books on Fridays. Then we began reading chapter 4.
Lions: We discussed who had the watch which was the groups follow up from Friday's reading assignment. Then we began reading chapter 16 and discussed how Murray "snuck" the watch out of Ralph's house.
We ended the day by learning about the interdependence between bees and plants. We discussed cross pollination and began learning about the 3 different types of honey bees.
Monday, April 30, 2012
Friday, April 27, 2012
It's Friday!!!
To begin our reading/writing block this morning, several students shared their silly quatrain poems with the rest of the class. Then, the students who were out yesterday, had a chance to share what they did with their parents at work. After that we read another chapter in the Jack Prelutsky book and added a new writing tip to the chart we created yesterday. Finally, we read a fantasy book titled, The Wump World, and created a chart identifying the actions, words and appearance of the characters in the book that made them believable.
In math we took our 4th quiz for unit 5. These have been scored and will be coming home in your child's binder tonight. Overall, the students did very well!
After a visit to the media center, the students enjoyed lunch and outdoor recess.
After recess the students worked independently on a final copy of a Haiku poem that will be turned into for a grade. They also finished any unfinished work and read through poetry books, looking for and marking concrete poems.
I met with reading groups.
Bears: We began reading chapter 3 in group. The students were given three sticky note flags. They returned to their seats to finish reading the chapter and mark three unusual happenings (the title of the chapter) in the book.
Lions: We began reading chapter 15 in group focusing on the question what information did the weasel provide? Halfway through the chapter, the students returned to their seats to finish reading the chapter independently and write on a sticky note the answer to who had the watch.
Crabs: We read and discussed chapter 3.
We ended the day by watching a Magic School Bus video about the plant growth cycle.
In math we took our 4th quiz for unit 5. These have been scored and will be coming home in your child's binder tonight. Overall, the students did very well!
After a visit to the media center, the students enjoyed lunch and outdoor recess.
After recess the students worked independently on a final copy of a Haiku poem that will be turned into for a grade. They also finished any unfinished work and read through poetry books, looking for and marking concrete poems.
I met with reading groups.
Bears: We began reading chapter 3 in group. The students were given three sticky note flags. They returned to their seats to finish reading the chapter and mark three unusual happenings (the title of the chapter) in the book.
Lions: We began reading chapter 15 in group focusing on the question what information did the weasel provide? Halfway through the chapter, the students returned to their seats to finish reading the chapter independently and write on a sticky note the answer to who had the watch.
Crabs: We read and discussed chapter 3.
We ended the day by watching a Magic School Bus video about the plant growth cycle.
Thursday, April 26, 2012
Take Your Child to Work Day
Today was certainly an interesting day...we had a large portion of our class out, visiting their parents' work place. While this might seem like an "easy" day for teaching, it actually creates challenges! Anything new I teach, will have to be retaught tomorrow!! But we made the best of it and had some fun, too!!
We began our reading/writing block with students sharing the Haiku poems they wrote yesterday. Then we read two chapters in the Jack Prelutsky book. After that, we created a class chart, listing the writing tips we've read about so far in Jack Prelutsky's book. Next, using the writing tips, the children returned to their seats and chose a topic for a silly poem we will write this afternoon. Finally, before math, the children shared their topic ideas.
In math, the students used an app on the iPads called Educreations to solve a word problem. This app allowed them to take a picture of a word problem I had put on the board. Then, using a stylus, they "show their work" by writing on the iPad AND they record their verbal "thinking". When they are done solving the word problem. I can see their written work and listen to their thinking! It was very cool and the class definitely enjoyed solving word problems in math!!
After math, the students went to art. Then they enjoyed lunch and recess.
After lunch while some students had the chance to catch up on unfinished assignments, the others worked on writing silly quatrain poems. We had a great time doing this and it took up the rest of the afternoon! The poems were so great that I called up to the office to have Mr. McGee come down and read them!! Here are a few:
Bit Mom by: Mackenzie
My mom was on the phone
While I let out a moan
I wanted dinner
So, well I bit her
She dropped her phone when I bit
So then she told me to sit
I did not feel like a winner
but at least I still got dinner
Cupcake by: Evan
Once I nicknamed my brother Ace
He didn't like that.
So he put a cupcake in my face
I got icing all over the place
I like my brother, he's really sweet
But this time he's dead meat
I still got cupcake all over the place
There goes that nickname ace
Tyson by: Jackson
Come here, Bud
Don't make me throw you in the mud
Do you want to scratch me
Ouch! You did, you see?
What is wrong with you
Do you want me to sue?
Go ahead, take a bite
Ouch! Again? Let's fight!
April Fool! by: Kaitlyn C.
I played a trick on April Fool's
I knew I would win and mom would lose
She got mad and I got glad
Then I got in trouble and then I felt so sad.
Push! by: Riley
I pushed my brother one time
My mom saw me do it
Then I was gone lickety split
I ran away from the crime.
We began our reading/writing block with students sharing the Haiku poems they wrote yesterday. Then we read two chapters in the Jack Prelutsky book. After that, we created a class chart, listing the writing tips we've read about so far in Jack Prelutsky's book. Next, using the writing tips, the children returned to their seats and chose a topic for a silly poem we will write this afternoon. Finally, before math, the children shared their topic ideas.
In math, the students used an app on the iPads called Educreations to solve a word problem. This app allowed them to take a picture of a word problem I had put on the board. Then, using a stylus, they "show their work" by writing on the iPad AND they record their verbal "thinking". When they are done solving the word problem. I can see their written work and listen to their thinking! It was very cool and the class definitely enjoyed solving word problems in math!!
After math, the students went to art. Then they enjoyed lunch and recess.
After lunch while some students had the chance to catch up on unfinished assignments, the others worked on writing silly quatrain poems. We had a great time doing this and it took up the rest of the afternoon! The poems were so great that I called up to the office to have Mr. McGee come down and read them!! Here are a few:
Bit Mom by: Mackenzie
My mom was on the phone
While I let out a moan
I wanted dinner
So, well I bit her
She dropped her phone when I bit
So then she told me to sit
I did not feel like a winner
but at least I still got dinner
Cupcake by: Evan
Once I nicknamed my brother Ace
He didn't like that.
So he put a cupcake in my face
I got icing all over the place
I like my brother, he's really sweet
But this time he's dead meat
I still got cupcake all over the place
There goes that nickname ace
Tyson by: Jackson
Come here, Bud
Don't make me throw you in the mud
Do you want to scratch me
Ouch! You did, you see?
What is wrong with you
Do you want me to sue?
Go ahead, take a bite
Ouch! Again? Let's fight!
April Fool! by: Kaitlyn C.
I played a trick on April Fool's
I knew I would win and mom would lose
She got mad and I got glad
Then I got in trouble and then I felt so sad.
Push! by: Riley
I pushed my brother one time
My mom saw me do it
Then I was gone lickety split
I ran away from the crime.
Wednesday, April 25, 2012
Hump Day
This morning we began by reading two chapters in the Jack Prelutsky book. The second chapter dealt with writing Haiku poetry...which I planned to teach tomorrow. However, since Mr. Prelutsky was writing about Haiku, I decided to changed my instructional path and we learned how to write Haiku poetry.
Haiku is a Japanese form that deals with nature. It is 3 lines with 17 syllables total. The first line has 3 syllables, the second line 7 and the third line 5. Here are two examples we wrote in class:
Blinking in the night
Fire flies ll around
Finally summer!
Cold short days arrive
Snow will surely follow soon
Oh no! We missed out.
After our writing lesson, we reviewed the characteristics of fantasy. Then we read the book The Mysterious Tadpole and noted the aspects that were realistic and helped us forget the completely fantastical elements (a tadpole larger than a human) of the story.
In math we reviewed key words, and their meanings, in word problems. Then the students worked independently on two follow up worksheets. One involved reading a word problem and choosing the correct numeric expression. The other practiced filling in boxes, wither either numbers or operational signs, to make the equations true. For homework students need to finish their classwork and complete the assigned HW paper.
After math we visited the computer lab where the students practiced their keyboarding skills using Type to Learn 3. Then they enjoyed lunch and recess.
After recess the students worked independently on the following assignments; writing 2 haiku poems, using 8 WOW words in sentences to show they understand the meaning, and a language arts activity identifying adverbs. I met with reading groups.
Bears: We met and reviewed the pronunciation and meaning of vocabulary from chapter 3.
Lions: We reviewed vocabulary and read and discussed chapter 14.
Crabs: We reviewed the pronunciation and meaning of vocabulary from chapter 3.
We ended the day with a class meeting. First, we went around the circle with each child getting the chance to complete the phrase, "In the time we have left I'd like to..." Then we shared compliments.
Haiku is a Japanese form that deals with nature. It is 3 lines with 17 syllables total. The first line has 3 syllables, the second line 7 and the third line 5. Here are two examples we wrote in class:
Blinking in the night
Fire flies ll around
Finally summer!
Cold short days arrive
Snow will surely follow soon
Oh no! We missed out.
After our writing lesson, we reviewed the characteristics of fantasy. Then we read the book The Mysterious Tadpole and noted the aspects that were realistic and helped us forget the completely fantastical elements (a tadpole larger than a human) of the story.
In math we reviewed key words, and their meanings, in word problems. Then the students worked independently on two follow up worksheets. One involved reading a word problem and choosing the correct numeric expression. The other practiced filling in boxes, wither either numbers or operational signs, to make the equations true. For homework students need to finish their classwork and complete the assigned HW paper.
After math we visited the computer lab where the students practiced their keyboarding skills using Type to Learn 3. Then they enjoyed lunch and recess.
After recess the students worked independently on the following assignments; writing 2 haiku poems, using 8 WOW words in sentences to show they understand the meaning, and a language arts activity identifying adverbs. I met with reading groups.
Bears: We met and reviewed the pronunciation and meaning of vocabulary from chapter 3.
Lions: We reviewed vocabulary and read and discussed chapter 14.
Crabs: We reviewed the pronunciation and meaning of vocabulary from chapter 3.
We ended the day with a class meeting. First, we went around the circle with each child getting the chance to complete the phrase, "In the time we have left I'd like to..." Then we shared compliments.
Tuesday, April 24, 2012
Tuesday--I'm Back!
As I mentioned in Friday's post, I was out of the building, yesterday, at curriculum training.
We began the day by reviewing similes and adverbs. These were both skills that the children reviewed and practiced with the substitute but looking over their independent work, I decided I needed to clarify a few things.
After that, we discussed the characteristics of fantasy. Then we read the book Big, Bad Bruce and examples from the story which make it a fantasy.
In math we continued identifying unknown pieces of equations. Today these included numbers in some equations and operational signs in others. For homework, some children need to finish or redo sections of their classwork. All students have a multiplication worksheet.
Following PE, lunch and outdoor recess the students worked on poems for Mrs. McAlister and Mrs. Watkins. We will give them these poems tomorrow in honor of National Administrative Assistant's Day.
Bears: We reread and discussed chapter 2.
Lions: We reread and discussed chapter 13.
Crabs: We reread and discussed chapter 2. The students need to work on their reading fluency. For HOMEWORK they need to read chapter 2 and get a parent signature in their binder.
Reading class ran long and we did not get to science.
We began the day by reviewing similes and adverbs. These were both skills that the children reviewed and practiced with the substitute but looking over their independent work, I decided I needed to clarify a few things.
After that, we discussed the characteristics of fantasy. Then we read the book Big, Bad Bruce and examples from the story which make it a fantasy.
In math we continued identifying unknown pieces of equations. Today these included numbers in some equations and operational signs in others. For homework, some children need to finish or redo sections of their classwork. All students have a multiplication worksheet.
Following PE, lunch and outdoor recess the students worked on poems for Mrs. McAlister and Mrs. Watkins. We will give them these poems tomorrow in honor of National Administrative Assistant's Day.
Bears: We reread and discussed chapter 2.
Lions: We reread and discussed chapter 13.
Crabs: We reread and discussed chapter 2. The students need to work on their reading fluency. For HOMEWORK they need to read chapter 2 and get a parent signature in their binder.
Reading class ran long and we did not get to science.
Friday, April 20, 2012
TGIF
This morning we were treated by visiting the 4th grades Wax Museum of famous Americans! They did a great job!!
Before that, we shared cinquain poems that the students wrote yesterday. We also took our spelling test and reviewed the spelling/grammar packet.
After the Wax Museum, we returned to class for math. My math class took a quiz. These will be scored and come home in your child's binder this evening.
Following math, the students visited the media center and then enjoyed lunch and recess. After recess, Mrs. Howard stopped by to do a lesson about personal space with my homeroom. We will end the day by observing our plants and staking those plants that need help.
I will be out of the building at curriculum training on Monday. So...no blog! Sorry!
Before that, we shared cinquain poems that the students wrote yesterday. We also took our spelling test and reviewed the spelling/grammar packet.
After the Wax Museum, we returned to class for math. My math class took a quiz. These will be scored and come home in your child's binder this evening.
Following math, the students visited the media center and then enjoyed lunch and recess. After recess, Mrs. Howard stopped by to do a lesson about personal space with my homeroom. We will end the day by observing our plants and staking those plants that need help.
I will be out of the building at curriculum training on Monday. So...no blog! Sorry!
Thursday, April 19, 2012
Thursday!!
This morning we began reading by enjoying another chapter in Jack Prelutsky's book. Then we reviewed the parts of speech we've learned this year, paying special attention to adjectives. We created a chart that is now hanging in the classroom for the students to use as a resource. After that, we briefly identified the difference between phrases and sentences and noticed their use in several Shel Silverstein poems. Finally, I introduced the format of cinquain poetry.
Cinquain - 5 lines
Line 1: 2 syllables (subject)
Line 2: 4 syllables (describe the subject)
Line 3: 6 syllables (action involving the subject)
Line 4: 8 syllables (feeling about the subject)
Line 5: 2 syllables (another word for the subject)
Here's an example of one I wrote in front of the class:
Lulu
Adorable
Bounding throughout the house
Love her spunky disposition
Puppy
In math we reviewed the relationship between multiplication and division. We also practiced using skip counting to find the answer to a division problem. Then, using both these ideas we conquered finding the quotient when dividing larger numbers using zero (think, 420 divided by 7 = 60). We began a worksheet as a whole group. Then students finished the worksheet independently as Mrs. Benson and I wandered around providing individuals with extra help, as needed. There is a basic facts division worksheet for homework and we will have a quiz tomorrow covering multi digit multiplications, identifying fractions and mixed numbers on a number line and finding fractions of a set.
Following art, lunch and outdoor recess the students will work on writing cinquain poems (at least 2) and identifying adjectives in sentences. Then they will complete any unfinished work and read independently. I will meet with reading groups.
Crabs: After identifying some vocabulary words in chapter one, the students read that chapter silently and wrote about the problem in their RRJ.
Lions: reread chapter 12 and compared Gooseberry Park to Professor Albert's house in their RRJ.
Bears: We reviewed the characters in the book, discussing their relationships and describing the traits that were evident in chapter 1.
Reading groups ran over, so we didn't get to our science lesson.
Cinquain - 5 lines
Line 1: 2 syllables (subject)
Line 2: 4 syllables (describe the subject)
Line 3: 6 syllables (action involving the subject)
Line 4: 8 syllables (feeling about the subject)
Line 5: 2 syllables (another word for the subject)
Here's an example of one I wrote in front of the class:
Lulu
Adorable
Bounding throughout the house
Love her spunky disposition
Puppy
In math we reviewed the relationship between multiplication and division. We also practiced using skip counting to find the answer to a division problem. Then, using both these ideas we conquered finding the quotient when dividing larger numbers using zero (think, 420 divided by 7 = 60). We began a worksheet as a whole group. Then students finished the worksheet independently as Mrs. Benson and I wandered around providing individuals with extra help, as needed. There is a basic facts division worksheet for homework and we will have a quiz tomorrow covering multi digit multiplications, identifying fractions and mixed numbers on a number line and finding fractions of a set.
Following art, lunch and outdoor recess the students will work on writing cinquain poems (at least 2) and identifying adjectives in sentences. Then they will complete any unfinished work and read independently. I will meet with reading groups.
Crabs: After identifying some vocabulary words in chapter one, the students read that chapter silently and wrote about the problem in their RRJ.
Lions: reread chapter 12 and compared Gooseberry Park to Professor Albert's house in their RRJ.
Bears: We reviewed the characters in the book, discussing their relationships and describing the traits that were evident in chapter 1.
Reading groups ran over, so we didn't get to our science lesson.
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