3 Degree Thursday!

IT WAS COLD TODAY!  I really want to say thank you for the 11 students who braved the cold to make it to school today.  WELL DONE!  I hope you enjoyed the surprise Pizza Party and Movie during lunch.  You earned it!

• 1st /2nd period - ELA Block
• Reading Session 11 with a focus on looking at characters from multiple points of view over the course of a story.  We read chapters 16 - 17 of The Tiger Rising and then students worked together in groups to complete a T chart showing how SISTINE is different to strangers and to Rob.  
• 3rd - Art

• 4th/5th - Math Block
• After reviewing last nights homework, we went into lesson 7.4, subtracting fractions using models.  We really focused on being precise with our models so that we can earn every point possible on our math work.  Students did their work in their notebooks and then came to the document camera and we looked at each person's work and decided if it was the best it could be or if they need to work harder on it. 

Way to go EMIL!

• 6th - LUNCH
• The kids were super on point and focused today, and since they decided to make it to school even in our POLAR VORTEX day... I went ahead and dusted off Mr. McDougall's wallet and bought everyone pizza.  We put on PETER RABBIT and had lunch and watched the movie.  Good Food, Good Movie, Good Friends... it was a good day!

• 7th - After wrapping up lunch and the movie, students took the time to write Thank You notes to Mr. Hernandez to thank him for the hats and gloves he gave to the students.  Our ELA Packet this week has the main text about why and how to write thank you notes, so we thought it would be great to take learning into practice.  We ended the day reading our class novel "Birchbark House".  

Homework:

• GoMath 7.4 Practice
• Adding Fractions with Model matching 
• ELA Packet - DUE TOMORROW  (CHECK YOUR WRITING!!!!)
• Reading - 45 minutes - log and sticky notes (Lit Essay coming soon from your notes!)

Emil and Melvin 1.0 sprucing up our library

Melvin 2.0 helping file student work

ELA Homework

Wednesday, January 30th

I'm Back... sorta...

As you probably heard, I was out sick on Monday and Tuesday.  I was back yesterday, but I am still recovering.  But I am back!

• 1st - Catch Up / Review
• After breakfast in the classroom, first period we caught up on the homework packet since they got it a day late.  We read the text, answered Monday and Tuesday's work so they would be all caught up for Wednesday.  Then we moved desks and got ready for MOCK testing.
• 2nd - 4th MOCK TESTING
• Most students finished within 70 - 90 minutes.  Day 2 is the more strenuous day because they have to read several texts but also because they have to respond in writing.  This is very important day and I reminded them repeatedly to add to their response.  To use the RACE method.  To really explain and expand their thoughts.
• 5th - Math
• A handful of students were not done with MOCK ELA so they sat in the back of the room while the other students and I reviewed Chapter 7 lessons 1 and 2 and then moved into Lesson 7.3 which was about adding like fractions using models.  I had them draw the models in their notebook and I walked around and checked and gave out stamps for good work.
• 6th - Lunch
• 7th - Science/Wrap Up
• Today's lesson in science was physical science 2.5 on closed circuits and the transfer of energy.  We read a text and then answered a few comprehension questions.  We cleaned up and got ready to head home all bundled up with the hats and gloves that Mr. Hernandez purchased for the students of PS8.

Homework:

• GoMath 7.3 Practice
• GoMath 7.3 Double Sided practice sheet
• ELA Homework packet - day 3
• Reading 45 minutes - Log and Sticky Note Ideas for Lit. Essay

Friday FunDay!

• 1st/2nd - Math Block
• We started the day doing Friz #12.  Then we moved into doing the Summative Task for the first Fraction Chapter. Afterward students worked in small groups to figure out how to set up three different word problems that were missing numbers. They all wanted numbers, and I was like, "No, but how would you set it up so all you have to do next is drop in numbers.  READ CAREFULLY!  
• 3rd  - Awards Ceremony

Class 401!

This Guy Read the most words in 4th Grade!

His mom was so proud!  I think there is a $50 Barnes and Nobles gift card in there too!

• 4th/5th - ELA Block
• Time For Kids year in review double issue.  Students focused on the year in pictures and what they can learn from a picture.  Then we read an article about how hearing impaired persons "listen" to music at concerts through help of interpreters.  They had to read the article again, pull out details to use to support the given prompt, then write an opinion piece in support of interpreters at concerts.  Students were given a Time For Kids quiz to take home so they had extra time to reread the entire issue and get a PERFECT score on that take home quiz.  
• 6th - Lunch
• 7th - PE with Mr. Hoffman

Homework:

1. Adding Fractions Practice Page
2. Comparing Fractions Practice Page
3. Time For Kids take home QUIZ
4. Read and Log

01/24/2019

• 1st/2nd - Reading
• After breakfast in the classroom, we moved into session 10 of our reading unit.  Our focus today was IMPROVING THEORIES BY REACHING FOR PRECISE ACADEMIC LANGUAGE.  We reread Chapters 14 and 15 and practiced using precise language to make theories (claims) about the characters Sistine and Rob.  Lot's of partner turn and talk as we worked through our understanding of this skill.
• 3rd - Art
• 4th - Writing
• Session 10 today was a focus on the idea that “Most things in life are not just one way. Things are complicated. They are not black or white. Essayists know this, and they work hard at seeing the different sides in stories, forming complex ideas about the texts they are reading and writing about.”  Students had to continue writing ideas and thoughts about your story that could turn into complex thesis statements. It is important that we write long and strong. Develop rich ideas that we can potentially use as complex thesis statements.  Students started writing their ideas today about the short story we read "The Marble Champ" and its two main characters. 
• 5th - Math
• We did a quick review of Lesson 7.1 from yesterday with Ms. Baez.  Then we tested our knowledge of the skill introduced using plickers and we had almost 100% on all the sample questions so we moved on to lesson 7.2.  The lesson today was breaking fractions down into their unit fraction... 5/6 is really 1/6 + 1/6 +1/6 +1/6 +1/6     We also looked at different ways to get the sum 5/6  like 2/6 +3/6.   We noticed that you must have the same denominator and you only add or subtract the numerators...  Since we got 100% on both check for understanding questions, I let students rush off to do their classwork and homework pages in class.
• 6th - Lunch
• 7th - Science/Class Novel
• After passing out homework and going over the homework and putting it away, we moved to our lesson today in physical science - molecules in motion.  We read the nonfiction text, stopping to check understanding, and then they did the comprehension questions to make sure.  After science, we moved to the reading area and read part of our class novel "The Birchbark House". 

Homework:

• Math:  
• GoMath 7.2 Reteach and Enrich double sided paper
• matching unit fractions to models TAKE HOME QUIZ
• ELA
• Finish ELA Packet - Spend extra time working on writing prompt on back (RACE)
• Writing - Finish Marble Champ writing to share tomorrow

01/23/2019

• 1st / 2nd - Math 
• Students took the Summative Task for this unit.  Then they had an introduction to Chapter 7 of GoMath - Adding and Subtracting fractions.
• 3rd - Reading
• Session 9 today focused on looking closely at your text for another way that readers gain more information about their reading is from noticing things that might be emphasized by the author through repeated points throughout the text.  We looked at Chapter 13 from The Tiger Rising looking for things that are repeated or emphasized.  We also looked for other clues that make us go WOW! I Didn't think about that.  After looking at chapter 13 closely, we looked for clues the author left us and then asked questions that included the starter "Could it be..."

• 4th - PE with Mr. Hoffman
• 5th - Writing
• Our focus today in session 9 was I can look for patterns  in a story to develop ideas about the stories theme or message. We reread our short picture book "One Cool Friend" and looked for these patterns.  We focused on the Dad not paying attention.  We also noticed that both characters dressed like their pets.  Another noticing was that the father asked a lot of questions.  We ran out of time for our writing activity, but they got to practice finding the patterns to discuss and proving it with evidence.
• 6th - Lunch
• 7th - Science
• After collecting last nights homework, then passing out homework and letters to go home to parents from the school, we packed up and moved to science.  In today's Physical Science lesson, we focused on density, displacement, and buoyancy.   After reading and discussing the article, we looked at the comprehension questions together to check for understanding.  

Homework:

• Math
• Worksheet on Common Denominators
• Worksheet on Division with Partial Quotients
• GoMath 7.1 Practice 
• ELA
• ELA packet Day 3
• Reading 30-45 minutes, log, and practice looking for emphasized and repeated points in your text to connect more with the characters.

1/22/2019

• 1st - Music with Ms. Young
• 2nd - Library/Book Check Out
• 2nd/3rd - ELA Block
• We returned several writing pieces and other pieces that need to be filed in portfolios.  Students were asked to spend 10-15 minutes going over their rubric, checking to see if they agreed or disagreed, to look at the comments and next steps so we can continue to improve.  Anyone who didn't understand or was unsure was asked to come conference so they could improve on their craft. 
• We moved into writing session 8, the literary essay.  We went over the parts of the essay from the Introduction (Hook, book info, thesis) to the body paragraphs (topic sentences from thesis), and the conclusion (restate thesis, restate opinion, call to action).  
• We then looked at a sample lit essay from the story FOX where they proved that the Dog was a good friend.  We went over step by step and showed how they matched the thesis with topic sentences, how they used mini-stories to retell, and then quoted text as well as elaboration and explanation to make the points they were trying to prove.
• Then we looked at and passed out the exemplar essay that the fourth grade teachers created.  We went over it and modeled the different parts.
• Then we read a new text "A Cool Friend" and practiced making an introduction with three things being used to prove our thesis.  We then wrote it up as a sample that we will add to tomorrow as we reread the text to prove our thesis.
• 4th/5th - Math Block
• We went over the math review from Chapter 6 that was homework.  We went problem by problem so I could answer any questions they had.  It took a long time, but I felt it would be worth it if they used the time to ask questions and correct any misunderstandings.  We went through all the homework, everyone seemed ready for the test, no questions were asked.
• Students took the Chapter 6 Unit Test Form A and then went online to input their scores.  Your student can log into the system from home and show you their test and what they missed and what they got right.  Please ask  them to log on and show you.  The long in address is on the side in the website list as ThinkCentral.
• After students took the test, input the scores, and saw what they missed, they had to correct their problems and then file their test in their portfolio.
• 6th - Lunch
• 7th - Class Novel and Science
• We read a section of our class novel "The Birchbark House" and then we did session 2.2 in science on chemical and physical changes and the different stages (solid, liquid, gas).  After reading the nonfiction article, students worked on answering some comprehension questions and packing up for home.

Homework:

•Math –

•Partial Quotient Practice (DO WORK ON BACK)

•Ordering fractions from least to greatest

•Remember how to make COMMON DENOMINATORS using multiples

•ELA

•ELA packet Tuesday Night

•Read 45 minutes, LOG

1/18/2019

• 1st / 2nd - Math Block
• We had our weekly FRIZ today and the students did MUCH WORSE then they normally do.  Parents - I noticed they are all of a sudden having issues with division.  I will be doing mini-lessons in division as we continue our fractions unit so you will be seeing homework in DIVISION and FRACTIONS in the upcoming weeks.  PLEASE be practicing multiplication facts with your child.  If they know their facts, division and fractions will be much easier to work with.
• After the Friz, we did lesson 6.8 which is the LAST unit in this chapter.  It was using the number line (or creating common denominators - your choice) to compare and order 3 fractions.  1/2 was our benchmark fraction to work with.  Is this number great or less than a half?  Where would it fall on the number line?  If two numbers were great than 1/2, which one was closer to a whole?  These understandings help in solving fraction comparisons. 
• To review after that, we did a fun activity where we went over the practice test for Chapter 6 using this cool system called plickers.   I posed a question with four possible answers, students worked out the problems and then they hold a card and I use my phone to SCAN the room and I can see immediately who got the answer right or wrong.  I can ask individuals "what were you thinking when you picked..."   I can see their misunderstandings quicker.
• 3rd - Literacy
• We read another chapter in The Tiger Rising (Chapter 17) and then discussed changes we are seeing in characters and connections we can make between them and other characters we have encountered.  We went over some writing the kids have been doing and then did another set of plicker questions to check comprehension of chapters 15-17 in The Tiger Rising.
• 4th/5th - Skill Review ELA
• Mrs. Montalvo, the Reading Coach worked with our students today by reading a text with the students.  They practiced close reading, marking the text with stop and jot, pause and think, clarify my understanding notes in the margins.  They worked through the text and then attacked the multiple choice questions and several of the short response questions (they must answer in the RACE format!).   Since time ran out, students were asked to take home the packet and finish the rest of the short response questions and the one EXTENDED response writing for homework.
• 6th - Lunch
• I snuck into the lunchroom and passed out mini-cupcakes to the kiddos during lunch.  Ya know what, sometimes you just need a cupcake.  I feel like most of the kids are starting to mature and become productive fourth graders.  I wanted them to know I recognize it isn't always easy and I am proud of them. Keep it up! Those who are still struggling, it is time to step up and get on the ball!!!
• 7th - PE with Mr. Hoffman

Homework:

• Math:
• GoMath Chapter 6 End of Chapter Test
• Division using Partial Quotients Practice Sheet
• ELA:
• I gave out HW Packet #16 since we have Monday off for MLK JR Day
• Finish the DOUBLE TROUBLE packet of 8 short responses and 1 extended response
• Science:
• Nonfiction article and questions on back
• Reading:
• READ READ READ and log your reading.  The more you read, the better you will be in ALL SUBJECT AREAS!  Reading is the cornerstone to a successful career in school and the future.  READ READ READ!!!!!

1/17/2019

• 1st/2nd - ELA Block
• After breakfast in the classroom, we moved in reading session 7 and writing.  The focus on the reading session was paying attention to characters' motivations and the obstacles they encounter to gain insight into both the characters and the story.  We read a picture book called "Come On, Rain" and then reread chapter 6 from The Tiger Rising to look at character motivation and obstacles.  Students then practiced looking for motivation and obstacles in their independent reading book.  They did the morning work and took two AR quizzes on "Come On, Rain" and "Grace for President".  I met with one group for guided reading.
• 3rd - Art with Ms. Arbelo
• 4th/5th - Math
• After finishing with writing about their independent reading character motivations and obstacles, we moved to our math Do Now.  The Do Now was practicing finding Greatest Common Factors and Least Common Multiples.  Then we moved into Lesson 6.7 - Comparing Fractions.  We used all the methods we have learned.  We used comparing fractions to benchmark fractions like 1/2.  We used LCM to find a common denominator to create equivalent fractions that we could compare.  We also practiced the butterfly method to check.  There is power in knowing multiple ways to compare fractions.  

• 6th - Lunch
• 7th - BASKETBALL GAME
• Our class was picked to go to the gym and watch the Girls Basketball Team! 

Homework:

• Math
• GoMath 6.7 Practice
• Equivalent fraction / comparing fractions handout (2 sides)
• ELA 
• Finish ELA Packet – Check it – Writing Must be RACE and have multiple details
• Reading
• Read 45 minutes, log your reading

 

Wednesday 1/16/19

• 1st / 2nd - Math
• Ms. Baez, the math coach, worked with the students today on GoMath Lesson 6.6 - Comparing Fractions Using Benchmarks.  After the mini-lesson, students broke up into groups and worked on tasks using benchmarks.
• 3rd/4th  - Reading
• The focus of session 7 was Defending Your Thoughts about a text by noticing changes in the story or character and using those changes to defend your thoughts.  We read another chapter of The Tiger Rising and then looked for ways to defend the thought "Mrs. Bailey was rude!"  Students used highlighters to find the just right sections of the chapter and then wrote a response to defend that statement.  I can't wait to read what they did!
• 4th - PE with Mr. Hoffman (Mr. Hoffman wasn't here today, so I kept the kids!)
• 5th - Writing
• Our focus today for session 7 was using lists as evidence.  We talked about making a claim or statement, then making a list to support that claim.  We ended our writing lesson by trying some new technology called plinkers where I put a question on the board and then students hold up special cards that reads their answers through my cell phone.  SO COOL!  

• 6th - Lunch
• 7th - Math Review / Class Novel "The BirchBark House"
• We decided to go over the homework from last night, the mid-point review to make sure everyone was on the same page.  We went through the problems and focused on making sure to do the correct math at the right time (simplifying you use factors (GCF), common denominators you use multiples (LCM) - and no matter what, whatever you do to the numerator, you have to do to the denominator!)  Then we went over the homework quiz about identifying equivalent fractions (most people got between 10-12 right out of 12!)  Finally, we did a short quiz for students to make an equivalent fraction using models since Ms. Baez said they needed more work with modeling.
• We then ended the day by reading from our novel The Birchbark House.

Homework:

• GoMath 6.6 practice
• Creating Common Denominators – 2
• ELA – Packet page 3
• Reading – Read for 40 minutes, reading log, fill out character trait page on your book

Tuesday

• 1st Period - Music (Ms. Young was out)
• 2nd/3rd - Reading
• After going to the library to check out new books, we returned to the classroom and read Chapter 15 of The Tiger Rising.  Then we had today's lesson (session 6) which was looking at the learning progression chart to see how we should be reading.  We did morning work before breaking into quiet reading and practice.  Students took AR tests for the book we read in class.
• 3rd/4th - Writing
• Session 6 in writing focused on picking the best evidence to support claims on characters.  We did a co=writing using the text we read in reading "Around Our Way on Neighbor's Day" to practice picking out good evidence.  Then we read another short story "Gloria Who Might Be My Best Friend" and then students practiced making a claim about the character and supporting it with the just right evidence from the text. When students went to fill out their charts and do their writing samples, I tested more students for running records. 

• 6th - Lunch
• 5th/7th  - Math
• GoMath Lesson 6.5 - using tables to figure out fraction word problems
• We reviewed doing equivalent fractions and did a class quiz to make sure we understood.  Then we reviewed our work on finding common multiples before moving into today's lesson.  We worked on today's classwork and homework together so students would be able to have just the midpoint review for homework. 

Homework

• Math – Chapter 6 Midpoint Checkup
• Math – Equivalent Fraction Take Home Quiz
• ELA – ELA Packet page 2
• Writing – How Is My Character As a Person (using character trait chart and texts)

Monday, January 14th

• 1st - Dance with Mr. Nunez
• 2nd/3rd - Reading
• Focus today was session 5 with a focus on painting pictures when you read, really putting yourself inside your text and acting it out as you read.  Students practiced with our class novel "The Tiger Rising" after we read chapter 14 and 15, acting out the action of the chapters.  Then they returned to their seats, did their morning work,and then broke off independently to practice the skill from class.  I did four more reading running records to assess where students are.  JUST FOUR MORE TO GO!
• 3rd/4th - Writing
• The focus of session 5 was deciding what angle you would take in your writing to strengthen and prove your thesis.  Today we read another short story "ELEVEN" and then filled in a grid chart with information from the text. Then they went back and filled in grids for other short texts we have read.  When they were done, they had to write a short story (paragraph) proving something about Rachel from ELEVEN.  They had to use the text to prove it and decide on the angle they would take to strengthen their point.
• 5th - Math
• We reviewed making equivalent fractions by multiplying the numerator and denominator by the same number.  We reviewed simplifying fractions by finding the Greatest Common Factor (GFC) to find the best number to divide the numerator and denominator by.   Then we practiced making common denominators by finding the multiples of two denominators and finding the LEAST COMMON DENOMINATOR to use to make the new common denominator.  Students practiced by coming to the board and being the teacher.
• 6th - Lunch
• 8 boys had silent lunch with me because they changed their behavior strips in class today.  
• 7th - Science / Class Novel
• Our lesson today was on Gravity.  After reading and discussing gravity and how it effects us, we reviewed the first lessons on motions and force by doing the comprehension questions in the text.  Then we read more from our class novel The Birchbark House before reviewing homework and heading home.

Homework:

• GoMath 6.4 – Common Denominators and
• Math - Extra Practice Page Handout for LCM and Equivalent Fractions with Common Denominators
• Reading - ELA Packet – Read First story, do page 1
• Reading Log – Read 30 minutes, log, and PAINT A PICTURE in reading notebook

Friday, January 11th

SKILL REVIEW FRIDAY!!!

• 1st / 2nd - Math Block
• We started the day with a portfolio day.  We passed out items to file in portfolios and added our STAR Reading and STAR Math results from December to our portfolios.  Students had an opportunity to look at comments and suggestions from recent work and reflect on what they need to improve.
• Math Friz
• Friday Math Quiz - The new cycle focuses on equivalent fractions, patters, writing equations, reading and understanding multi-step word problems with addition, subtraction, multiplication and DIVISION.  Students are having problems SLOWING DOWN and reading the directions fully.  They answer parts of the question, but not the entire question so they are losing points.   The FRIZ is not timed so no need to rush. Take your time, do your best!  CHECK YOUR WORK!
• Skill Review
• We practiced making equivalent fractions by multiplying both the numerator and denominator by the same number.  We also practiced simplifying fractions by dividing the numerator and denominator by the Greatest Common Factor (doing factor trees for each number and finding the greatest factor in common).  We did multiple samples, did factoring together, practiced, asked each student to come up with the GCF for a fraction, and then do the dividing.  If you have time, please work with your child on long division using partial quotients or the standard algorithm. 
• 3rd - Reading Block
• The focus today was using evidence to support your claim.  This is a review of the writing lesson used yesterday.  We read chapters 11 and 12 from The Tiger Rising and then talked about it using the pause to synthesize and retell.  Then I put a sentence starter on the board for them to prove.  
• In the story The Tiger Rising, the main characters Rob and Sistine are starting to become friends.  
• They had to go back into chapter 11 and find text evidence to support this statement.  They had to use conversational transitions like "in the text it says"  or for example.  They have to copy the evidence directly from the text.  NO PARAPHRASING!  Then they have to explain how that text supports the claim that the two characters are becoming friends.  They must have 2 pieces of text evidence and two explanations.  They must end their claim with a summation sentence that wraps up their thoughts.   I call this the RACE format and this is how they get full credit on the short response questions on the ELA State Test!  

• 4th/5th - Skill Review: Reading Comprehension in Fiction 
• Students had guided practice with reading comprehension strategies through a series of stories and guided lessons that slowly released them to practice the skill on their own with two texts to compare.  It is a I do, We do,  YOU DO method.  The packet starts with a guided experience, then a shared experience, and then a solo experience where you show what you learned.  They started the packet with Mr. Nunez and finished it with Ms. Young (I had to go to a meeting at another school). 
• 6th - Lunch
• Silent Lunch with Ms. Young because of behaviors during her time with them 5th period.
• 7th - PE with Mr. Hoffman

Homework:

• Math Practice Sheet - Equivalent Fractions and Simplest Form (2 sided) 
• Writing - finding and punctuating RUN ON SENTENCES 
• Reading - Reading Log, Practice Retelling
• FYI - I had students put all homework away in their backpack before I left. If they claim they don't have it, it is because they didn't want to bring it home!

Please be checking Teacherease for student performance progress.  I don't want you to be shocked when your child receives a promotion in doubt letter because they are not doing work or homework or not performing well in class or on assessments.  We need to work together to ensure your child's progress and success. 

Thursday - January 10th

• 1st./2nd - ELA BLOCK
• Our reading focus today as we did Session 4 of Interpreting Characters was to cement comprehension as we read.   We read chapter 9-10 of The Tiger Rising and then we focused on retelling what we have already read and then a new skill to which was to pause to synthesize.  To do this you still retell, but just do that for  the  part  of  the  book  you’ve just read.  Then you go back and summarize the earlier parts of  the book that  relate to just that part.  We practiced together with the class novel, and then they went off to read independently to practice the skill as well.  During reading time, I pulled students to test their mid-year reading level through running records.
• 3rd - Art
• 4th/5th - Math Block
• We went "backwards" a little with our fraction study  because there seemed to be some misunderstandings when Ms. Baez, our Math Coach covered my class on Wednesday.  We did a review of GoMath Lessons 6.1 and 6.2 and a reteach of lesson 6.3 (finding the Greatest Common Factor to use to simplify fractions).  Everyone left having practiced this skill on the board and I felt much better about their understanding of the process.  If you would like to review, please follow this link!
• 6th - Lunch
• 7th - Science / Class Novel
• We started reading our chapter on Motion and Force.  I like getting a background of information first before we conduct hands on experiments.  We covered new vocabulary and read 4 pages from the text.
• We put homework on the board and then cleaned up.  Then we ended the day by reading from our class novel "The Birchbark House" in the meeting area before dismissal.

Homework:

• Double Sided Math Sheet for practice with simplifying
• Finish ELA Packet
• Read 40 minutes, fill out reading log, and practice pause to synthesize in reading notebook.

Wednesday - 1/9/2019

• 1st/2nd - Math Block
• Math Block was with Ms. Baez today.  They covered GoMath 6.3 with a focus on simplest form.  It seems they need more practice so in addition to their homework from the text, they will have another math worksheet to practice with.
• 3rd - Reading Block
• We read three chapters of our class novel "The Tiger Rising" and discussed how we could see different topics and aspects because we are reading with intensity and reading a book we want to read.  The focus in session 3 today was figuring out ways to find books we want to read.  We talked about asking friends, asking the teacher, reading books by authors we like, by topics, ask the librarian.  We decided that I would create a graphic organizer for them to write mini book reviews/recommendations for us to put up on the blog so that they can suggest books to each other. 
• 4th - Physical Education with Mr. Hoffman
• I got a good report today when I picked them up.  That made me so happy!  Keep it up!
• 5th - Reading/Writing

• We finished our independent reading and AR quizzing and then moved into session 3 in writing with a focus on ways to push thinking in writing.   We read the book "Pecan Pie Baby" by Jacqueline Woodson.  After reading we talked about changes, motivations, traits, struggles, and relationships.  Things they should notice and be able to discuss and write about. It is no longer ok to just make statements in writing.  We have to push our thinking and add more details and thought using simple conversational prompts.  
• 6th - Lunch
• 7th - Writing / Science
• When they came back from lunch, there was a statement on the board that they had to elaborate using ways to push our thinking prompts.  They only had 7-8 minutes to write a paragraph, using the sentence starter and the prompts and the text.  
• Science - We started reading our text on Motions and Force as we start our new science cycle. 

Homework:

• GoMath 6.3 Practice
• Fraction Worksheet
• ELA Packet Page 3
• Read for 40 minutes! Reading Log and Thoughts!

Tuesday in Room 301

• 1st:  Music with Ms. Young
• 2nd: 
• Library to check out new FICTION books for our new reading and writing units.
• 2nd/3rd:
• Reading Block: Interpreting Characters - Session 2
• The focus today was on picking the right book you want to read that is not to hard and not to easy.  Once you find that just right book that you want to read, you read it and read a lot.  We read chapters 2-5 of The Tiger Rising so we could discuss character traits and how to prove them with text.
• During independent time, students practiced asking questions and taking notes in their books while I worked with students on Running Records to see the progress they are making in reading.
• 4th/5th:
• Math Block: GoMath 6.2 - Making Equivalent Fractions with multiplication
• We reviewed yesterday's lesson using models to make equivalent fractions.  Today we used multiplication.  The rule is whatever you multiply the numerator by, you have to multiply the denominator by to get an equivalent fraction.
• 5th
• Writing Block: The Literary Essay - Session 2
• The focus today was looking at a story we already read and looking more closely for clues the author leaves us about the characters.  We reread parts of FOX and practiced this skill.  
• 6th - Lunch
• 7th:
• Writing Block Continued
• We focused on five things to look for:  Character traits, Character Motivation, Character Struggle, Character Changes, and Character Relationships.  These were topics we could talk about and discuss using the text to prove our point on them.
• We read a new short story - Fly Away Home about a homeless family who had to live in the airport and what their lives were like.  We discussed these different topics about the story when we were done.  Students have to then tonight write a short 3 paragraph literary essay discussing one of these topics:  Character traits, Character Motivation, Character Struggle, Character Changes, and Character Relationships from the story.  
• We ended the day reading from The Birchbark House by Louise Erdrich.  

Homework:

• GoMath 6.2 – Practice
• ELA Packet – Page 2
• Writing – Literary Essay on FLY AWAY HOME
• 3 paragraphs   (INTRO, OPINION, CONCLUSION)
• TOPIC IDEAS - Traits, Changes, relationships, struggles, motivation

Back in the Swing...

• 1st
• Finish reading post assessment for our Reading the Weather Unit.  It was started Friday and students needed more time to finish.
• 2nd
• On Demand Writing pre-assessment for our new writing unit - The Literary Essay.
• 3rd/4th
• Intro to Chapter 6 in GoMath - Fraction Equivalents and Comparisons. We did the "Show What You Know" preview of the unit.  Then we worked on lesson 6.1, making fraction equivalents with models. 
• For More info on Fraction Equivalents - Click Here
• 4th/5th
• New Reading Unit
• Started our unit on Interpreting Characters by reading Chapter 1 of The Tiger Rising.    Then we focused on READING WITH INTENSITY!  We practiced stopping to think about what we are reading, taking notes, asking questions, and making connections.  Students then went to the class library to pick out new FICTION CHAPTER BOOKS!  I also passed out 3 new pages for reading logs so students can start logging their reading for the new year. Parents, please look for reading logs each night.  30-45 minutes each night of reading and notes that show they are reading with intent.
• 6th - LUNCH
• 5th/7th
• New Writing Unit
• We started our new unit on opinion writing called The Literary Essay.  Students will have to focus on their reading and make CLAIMS about their text and find the evidence to support their claim (opinion) in the text.  Today we reread a book called The Fox and I had students stop every few pages to ask questions and jot down thoughts.  After reading the text, they were tasked with sitting down and just WRITING what they felt or thought about the text.  They were given a set of questions to aid in their writing.  This is the "Growing Your Ideas" phase of the writing of a literary essay.

Homework:

• GoMath 6.1 practice pages
• ELA - Reading Packet - Page 1
• Reading - Read for 30 - 45 minutes, jot thoughts, fill out reading log
• Writing - Finish any overdue writing pieces