Marvelous Monday

This morning, prior to the announcements, I met with a couple of students to complete the monthly informal reading assessment.  Then, after the announcements, we took a few moments to share what we did over the weekend.  After that we began our literacy block.

I began by modeling how to use the state organizer, and my feedback, to write an informative paragraph about the state I had researched.  I spent time showing students how to embed definitions into my writing and how to add transitions to make it easier to read.

While I met with guided reading groups the students completed independent reading tasks.  Then they practiced their word work words using rainbow words.  Next they used their organizer and my feedback to write an informative paragraph about their state.  If they had time they worked on their cursive writing.

Orange:  First the students reread chapter 5 and marked places they thought were important, surprising, and/or confusing.  Then we discussed the chapter using the places they marked.  After that we shared advice we would give to Gregory.  Finally, when they returned to their seats, they wrote about advice they would give to Gregory.  For HOMEWORK they need to read chapter 6 and lsit unknown words on a sticky note.

Pink:  Independently the students were supposed to reread chapter 5, mark places they thought were important, surprising, and/or confusing, and write about advice they would give to Gregory, in their RRJ.  Some students completed this assignment, others did not.  In group we discussed the chapter using their markings and paying attention to Ivy's comment that maybe someone else deserve the art prize.  For HOMEWORK the students need to read chapter 6 and list unknown words.

Green:  Independently the students reread chapter 3, marking places they thought were important, surprising, and/or confusing.  Then, in their RRJ, they identified the meaning of 3 selected vocabulary words (forged, unhitched, and impatiently) and wrote sentences using these words.  In group we discussed chapter 3 and predicted who had arrived at the farm at the end of the chapter.  Then I collected their vocabulary assignment but MOST of the students had not completed the task.  :-(  For HOMEWORK the students need to read chapter 4 and list unknown words on a sticky note.

Blue:  Independently the students reread pages 151-163, marking place they thought were important, surprising, and/or confusing, and, in their RRJ, they wrote about Master Henry's decision to go to the lighthouse.  In group we discussed this section, using their markings, and paying particular attention to Master Henry's decision.  For HOMEWORK the children need to read pages 164-174 and choose 3 unknown words to define.

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

When they returned to class we began our math block.

During the small group, teacher led instruction, we used pre-made fraction strips to identify fractions equivalent to 1/2.

During math with a partner, the students collaborated to complete the fraction charts they began last Thursday.  These charts identified two fractions (either thirds or sixths) and then depicted them using a model and then a number line.

During the technology rotation the students watched two Khan Academy lessons about equivalent fractions.  Then they practiced their new knowledge with a game.

After the first rotation the students went to PE.  When they returned to class we completed our last two rotations.

HOMEWORK is posted on Google Classroom.

Fabulous Friday - Early Dismissal

So...being a Friday and an early dismissal, we had to make changes to our schedule in order to finish things up and take our math quiz.

After watching the announcements, I reviewed with the class what we needed to accomplish before the end of the school day and, together, we decided upon a schedule.

First, the students had time to complete any unfinished work from our literacy block.  This included the state informative paragraph organizer, cursive practice papers, and the African American trading cards.

During this time I introduced a new math web site, called Ten Marks, to students who had completed all of their work.  Parent letters about this site will be coming home this evening.

Next I reviewed today's math quiz, so that the expectations were clear. Then we had a quick fire drill.  When we returned to class the students completed the math quiz.  These have been graded and returned to students.

After the quiz, I passed out the Ten Marks parent letter and we practiced logging in and explored the site.  Please look for this letter in your child's home folder.  It has their log-in information.

Before going to lunch we shared homework writing journals.

After lunch we had a class meeting.

We began by sharing what we were thinking about.  Most of the students were thinking about getting home early and relaxing.  I can't say I blame them!

After that we exchanged thank yous and compliments.

Then we began exploring the idea of growth mindset...smart is something you get not something you are.  We watched a Class Dojo video about this and then discussed it.

Crazy Thursday!

This morning, before the announcements, I completed the monthly informal reading assessment with several students.  Then, after the announcements, we began our literacy block.

Today I have a few meetings, in the building, during he school day.  So, this blog post might not be as thorough as some.  Rest assured that I was in the room to explain the tasks for literacy and then for math, and there was a para educator in the room, to help, while I was out.

During the literacy block the students began with an independent guided reading assignment which included a reread and a written component.  Then, all groups practiced their word work words by writing them across and down.  Finally, the children completed and submitted their organizer for the informative paragraph about their state.  They were due today.  :-)  Those who finished early completed a third African American trading card, began a cursive packet, and then moved on to free choice.

Orange:  The students reread chapter 4 and marked places they felt were important, surprising, and/or confusing.  Then, as a group, we discussed how Gregory felt in the chapter and recounted the main events in the book so far.  After group the students wrote about Gregory's feelings and why he felt this way in their RRJ.  For HOMEWORK the students need to read chapter 5 and list unknown words.

Pink: Independently the students reread chapter 4 and marked places they felt were important, surprising, and/or confusing.  Then, in their RRJ, the students wrote about Gregory's feeling at the end of the chapter, using details from the book to support their thinking.  In group we discussed this chapter, using their markings, and decided what color might represent it.  For HOMEWORK the students need to read chapter 5 and list unknown words on a sticky note.

Green:  The students reread chapter 2 and marked places they felt were important, surprising, and/or confusing.  Then, in their RRJ, they identified a character trait for Little Willy and supported it using 2 examples from the text.  For HOMEWORK the students need to read chapter 3 and list unknown words.

Blue:  The students reread pages 137-150 and marked places they felt were important, surprising, and/or confusing.  Then, in their RRJ, they explained how Digory is feeling and why.  For HOMEWORK the students need to read pages 151-163 and define 3 unknown words.

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

When they returned to class we began our math block.  I had to attend a meeting but Mrs. Moran met with the small groups.

During the small group instruction the children reviewed the elements of a line plot and then constructed one similar to one they will need to do on the formative tomorrow.

During math with a partner,, the students created a chart modeling two fractions and representing each on a number line.  One fraction had to be less than one and the other greater than one.  Additionally, they had to use thirds or sixths as the denominator.

Finally, during the technology rotation, the students chose between reviewing the Khan Academy lesson about fractions on a number line or solving word problems involving fractions using the site, Thinking Blocks.

The students took a break during math to go to art with Mrs. Daniell.

HOMEWORK is posted on Google Classroom.  We WILL have a math quiz tomorrow.

We ended the day with a science lesson.  We defined a conductor as a material that allows heat to travel through it easily.  Then we began identifying examples of conductors.

Wonderful Wednesday

This morning, before the announcements, I conducted some of the monthly, informal reading assessments.  Then, after the announcements, we began our literacy block.

While I met with guided reading groups the students worked on the following tasks.  First they completed independent reading group assignments.  Then all groups wrote their word work words two times each, once in print and then in cursive.  After that, the children finished and reviewed their organizer for their informative paragraph about their state.  If the finished early they completed a third trading car representing a famous Black American and practiced their cursive writing.

Orange;  First the students reread chapter 3 marking places they felt were important, surprising, and/or confusing.  Then we reviewed their unknown words from homework last night.  After that we discussed chapter 3, using their markings and focusing on Gregory's feelings.  Finally we identified traits to describe Uncle Max and Gregory.  For HOMEWORK the students need to read chapter 4 and list unknown words on a sticky note.

Pink:  Independently the students reread chapter 3 marking places they felt were important, surprising, and/or confusing.   Then, in their RRJ, they described how Gregory felt about his first day of school, using details from the text to support their answer.  In group we reviewed the unknown words they listed for homework.  In doing so we also practiced using the name strategy (saying just the first letter) and that when a c is followed by an e it makes the s sound.  After that we discussed chapter 3 using the sections of text they marked and determined the most important part of the chapter.  Finally we identified how Gregory felt in chapter 3 using support to prove our thinking.  For HOMEWORK the children need to read chapter 4 and list unknown words on a sticky note.

Green:  I collected the students old books and they received a new one, Stone Fox.  Independently the students read chapter 1 and, in their RRJ, identified the problem in the chapter and how Little Willy felt about it.  In group, after a brief book introduction, we discussed the problem in chapter 1, that Grandpa is depressed, and identified character traits to describe Little Willy.  For HOMEWORK the children need to read chapter 2 and list unknown words on a sticky note.

Blue:  Independently the students reread pages 119-136 and then used 2 of the words they defined for homework in meaningful sentences.  In group we discussed these pages, using their markings.  We also spent some time discussing the quote on page 124, "Your future is as radiant as you see it."  For HOMEWORK the students need to read pages 137-150 and define 3 unknown words.

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

When they returned to class we began our math block.  Today I had to work with some of the students to complete the fifth and final task for the compacted math assessment portfolio.  SO, while I worked with these children, the other 2 groups rotated between math with a partner and the technology rotation.

During math with a partner, the students engaged in math discourse to completed an activity identifying fractions on a number line.

During the math rotation the students had the opportunity to rewatch the Learn Zillion lesson about fraction of a set and then go to Thinking Blocks to practice determining the value of a fraction of a set.

HOMEWORK is posted on Google Classroom.

After math we debriefed from yesterday's science experiment.  I helped the students recognize that a coat keeps heat energy in.  So, yesterday, the snowman's "coat" kept the cold energy in making the temperature decrease.

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

Terrific Tuesday

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

First we reviewed the difference between writing an opinion piece and an informative paragraph.  Then I modeled using my research notes to plan an informative paragraph about my state, Maryland.  I demonstrated and explained how to choose facts that I could explain using details.  Then I showed the children how I analyzed my facts to write a topic and concluding sentence that fit the rest of my paragraph without voicing my opinion.  Finally, I chose two vocabulary words, from my writing, to define using dictionary.com.

While I met with guided reading groups the students completed independent reading group tasks, wrote meaningful sentences using 10 more of their word work words, and worked on the organizer for their informative paragraph about their state.

Orange:  The students reread chapter 2 and marked places they felt were important with a *, surprising with a !, and confusing with a ?.  Then we discussed the chapter using their markings.  Finally, we identified how Gregory felt at the end of chapter 2 and identified details from the text to support this.  When the students went back to their seats they answered the following question in their RRJ, How does Gregory feel at the end of chapter 2?  Why?  For HOMEWORK the students need to read chapter 3 and list unknown words on a sticky note.

Pink:  Independently the students reread chapter 2 and marked places they felt were important with a *, surprising with a !, and confusing with a ?.  In group we used their markings to discuss the chapter and added the most important event to the chart in their RRJ. Finally, we identified how Gregory felt at the end of chapter 2 and identified details from the text to support this.  When the students went back to their seats they answered the following question in their RRJ, How does Gregory feel at the end of chapter 2?  Why?  For HOMEWORK the students need to read chapter 3 and list unknown words on a sticky note.

Green:  Independently the students reread pages 105-115 and marked places they felt were important with a *, surprising with a !, and confusing with a ?  Then, in their RRJ, they described how Amanda felt at the end of the book and why.  In group we reviewed the ending using the places they marked.  We focused on how the lions head was given to the kids to protect them and then the children gave it back to their father to protect him.  For HOMEWORK the students need to read the historical note on pages 116 and 117, and take out all of their sticky notes.

Blue:  Independently the students reread pages 104-118 and marked places they felt were important with a *, surprising with a !, and confusing with a ?  In group the students reviewed the words they defined for homework and used them in meaningful sentences.  Then we shared some of their sentences and discussed this section of text using their markings.  For HOMEWORK the students need to read pages 119-136 and define three unknown words.

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

When the students returned to the classroom we began a science experiment.  Students worked in small groups to predict and plan an investigation  as to the   effect of heat energy  on the temperature of frozen water.

After we set up the experiment and took our initial temperatures, we began our math block.  However, every 20 minutes we stopped to record the temperature of both water bottles. 

During the small group instruction we practiced creating line plots using provided data.

During math with a partner the students played Fraction War, Fraction Bump, or Fraction Matching Game.

Finally, during the technology rotation the students visited the Thinking Blocks site to practice solving word problems involving fractions of a set.

HOMEWORK is posted on Google Classroom.

Marvelous Monday

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

While I met with guided reading groups the students worked on the following tasks.  First, they completed an independent guided reading group.  Next they used ten of their word work words in meaningful sentences.  After that, due to my slip-up, the students had one last day to complete their research notes for the state they chose as their setting for their inquiry project.  Once those tasks were completed the children finished a trading card for a famous Black American and practiced their cursive.

Orange:  We reviewed how understanding a character's traits, feelings, and motivations, can help determine the theme in text.  Then I did a brief book introduction for their next novel, The Chalkbox Kid.  Then I began reading chapter 1 out loud and modeling how to mark sections of text that struck me as important, surprising, and/or confusing.  For HOMEWORK the students need to read chapter 2 and list unknown words on a sticky.

Pink :  Independently the students read chapter 1 of their new book, The Chalkbox Kid, and marked places they thought were important, surprising, and/or interesting.  In group we reviewed how understanding a character's traits, feelings, and motivations, can help determine the theme in text.  Then I did a brief book talk about their new novel and we discussed the chapter using the sections the marked.  Finally, we began a chart, in their RRJ, stating the most important part of chapter 1.  For HOMEWORK the students need to read chapter 2 and list unknown words on a sticky note.

Green:  Independently the students read pages 96-104 and marked places they thought were important, surprising, and/or interesting.  In group we reviewed how understanding a character's traits, feelings, and motivations, can help determine the theme in text. Then we discussed the most important part of this section of text and shared the places they marked as surprising or confusing.  Finally, after recounting the struggles the children faced, we predicted whether the children would make it to Virginia and find their father.  For HOMEWORK the students need to read pages 105-115 to check their predictions.

Blue:  Independently the students read pages 86-103 and marked places they thought were important, surprising, and/or interesting.  In group we reviewed how understanding a character's traits, feelings, and motivations, can help determine the theme in text. Then we discussed this section of text using their markings.  We also defined the word eclectic and used it to describe Henry Winstanley.  For HOMEWORK the students need to read pages 104-118 and choose 3 unknown words to define.

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

When they returned to class we began our math block.

During the small group, teacher-led, instruction we reviewed fractions of a shape and on a number line.  We also displayed data on a line plot.

During math with a partner, the students generated data using dice, plotted the data on a line plot, and answered questions about their data.

Finally, during the technology rotation, the students watched a Learn Zillion lesson about identifying fractions of a set and then practiced this skill using an online game.

HOMEWORK is posted on Google Classroom.

In between our first and second math rotations we went to PE with Mr. Benco.

Fabulous Friday

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

While I met with guided reading groups the students completed an independent reading task.  Then they practiced their word work words.  The orange and pink groups did Rainbow Words.  The other two groups did a meaning check with the rest of their words.  Next, the students completed their state research.  Those who finished their work early had the chance to choose between MyOn, writing Wee Deliver letters, practicing cursive, and a few other literacy activities.

Orange:  In group we reviewed the 4 vowel patterns they are reviewing in this word study unit.  Then we discussed the motivations behind the change in Grandpa's attitude in the story.   I collected their books.  We will begin a new one on Monday.

Pink: Independently the students wrote about how Grandpa changed in the novel and what motivated him to do so.  In group we discussed the end of the book and how a character's traits, feelings, and actions can help us identify the theme, or message, in a book.  I collected their books.  We will begin a new one on Monday.

Green:  Independently the students reread pages 87-95 and wrote about the two disappointments the children faced in this section and how they felt about each.  In group we discussed these and I explained my expectations for their written responses.  Then the students were allowed to improve their answers.  We also shared the headlines they wrote for this section yesterday, in class.  Finally, we reviewed the concepts of a character's traits, feelings, and motivations, and discussed how understanding these can help lead us to the theme, or message, in a book.

Blue:  Independently the students reread pages 73-85 and, in their, RRJ, they identified and explained a character trait for Henry Winstanley and stated whether or not they'd want him as a friend.  In group we discussed the most important events in this section and shared the headlines they wrote, in class, yesterday.  Finally, we reviewed the concepts of a character's traits, feelings, and motivations, and discussed how understanding these can help lead us to the theme, or message, in a book.

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

When the students returned to the classroom we began our math block.

During the small group, teacher-led, instruction we reviewed plotting fractions on a number line and then created a line plot using the data table we made yesterday.

During math with a partner, the students played Fraction War, a card game created by one of our students.

Finally, during the technology rotation, the students watched a lesson about plotting fractions on a number line and then played a game to practice that skill.

After math the students shared their homework writing journal entries.

Then, we ended our day with our weekly class meeting.  We began by sharing how we feel about school...and there were a lot of positive feelings.  Yippee!  Then exchanged compliments and than yous.