This morning, we began with a bit of a catch up period. Students are working on finishing up reading benchmarks as well as writing benchmarks. They are also working on drafting their published pieces. It was nice to have an uninterrupted time where students could do what they needed to do.
In reading, I read from a book called How Come? This book answers commonly asked questions. I gave students the choice of what they wanted to hear and we went from there. Next, I gave students time to work on their Nonfiction Conventions packet. This is where they are collecting examples of each nonfiction convention. When they finish, I go over it with each students to make sure they are clear about the examples they have chosen. We will have a quiz on these conventions on Wednesday. Students need to know the definitions as well as they need to be able to identify examples as each convention. If we don't have school because of snow, I will give the quiz on Thursday.
In science, we finished up the science readings on matter and the atom. I went over the notes that they should have in their notebooks. I also collected section 3 questions that were due today.
We are going to Harold Martin School tomorrow!
Monday, January 31, 2011
Friday, January 28, 2011
TGIF!
A five day week! Woo Hoo!
Our day began in math groups. This is the third lesson we've done with these groups. It's fun for me to teach math for once!
In reading, students practiced using the Facts/Questions/Responses sheet as they were reading a piece of informational print about Matter. I guided those that needed it so that all students should be clear what is expected when doing this sheet for homework. As a reminder, instead of vocabulary this week, students are to fill out the FQR sheet on the back of their log using the informational print book that they've chosen.
In science (6S), we worked on the same thing that 6F did yesterday: note-taking on 2 other pieces of info. print about atoms and matter. Students have to complete the questions at the end of section 3 for Tuesday. (Monday for 6F)
Our day began in math groups. This is the third lesson we've done with these groups. It's fun for me to teach math for once!
In reading, students practiced using the Facts/Questions/Responses sheet as they were reading a piece of informational print about Matter. I guided those that needed it so that all students should be clear what is expected when doing this sheet for homework. As a reminder, instead of vocabulary this week, students are to fill out the FQR sheet on the back of their log using the informational print book that they've chosen.
In science (6S), we worked on the same thing that 6F did yesterday: note-taking on 2 other pieces of info. print about atoms and matter. Students have to complete the questions at the end of section 3 for Tuesday. (Monday for 6F)
Thursday, January 27, 2011
Thursday
Due to the late start, we were unable to go to Harold Martin for our second grade buddies. We will reschedule for Tuesday, we hope. We are still waiting for a confirmation about the buses so I will let you know for sure when I know. If you haven't sent in a permission slip, please do so as soon as you can. Thanks!
We worked on our winter writing benchmark today in class. This afternoon, we read some more information about matter and atoms in science.
We worked on our winter writing benchmark today in class. This afternoon, we read some more information about matter and atoms in science.
Wedneday and it's outdoor recess! Woo Hoo!
We began with band and chorus today. Students left behind had a nice quiet study hall.
In reading, we read more informational print and I modeled a new note-taking format. As we read each section, I stopped and thought about important facts from that section. I introduced a new way of thinking about the information that students read in informational print called FQR. Students record facts, questions and responses. Instead of the normal vocabulary assignment this week, I'd like them to fill out the FQR on the back of their reading logs about the nonfiction book they are reading. I modeled this in class. On Friday, we will do some guided practice with this technique as well.
In writing/spelling today, we held our in class spelling bee! Our winner is Ryan M. and the runner up is Tim M.! Congrats to both boys. The school spelling bee will be held sometime in February to determine the winner who goes to the regional bee in March.
In science, we went over section 3 in the textbook. Students took notes by classifying information into 4 categories: vocabulary, history, facts, and visuals. I went over the notes with the classes so everyone has the same information.
In reading, we read more informational print and I modeled a new note-taking format. As we read each section, I stopped and thought about important facts from that section. I introduced a new way of thinking about the information that students read in informational print called FQR. Students record facts, questions and responses. Instead of the normal vocabulary assignment this week, I'd like them to fill out the FQR on the back of their reading logs about the nonfiction book they are reading. I modeled this in class. On Friday, we will do some guided practice with this technique as well.
In writing/spelling today, we held our in class spelling bee! Our winner is Ryan M. and the runner up is Tim M.! Congrats to both boys. The school spelling bee will be held sometime in February to determine the winner who goes to the regional bee in March.
In science, we went over section 3 in the textbook. Students took notes by classifying information into 4 categories: vocabulary, history, facts, and visuals. I went over the notes with the classes so everyone has the same information.
Tuesday, January 25, 2011
Indoor Recess... Oh Boy!
Another cold day today! We began our day with reading class where we read a selection of informational print about Atoms. It was from Kids Discover magazine. I talked about how to determine what was important information when reading this genre. We talked about information that is important vs. what was nice to know.
Students then worked on an activity using the nonfiction conventions that we are learning about. They need to pick out examples of each convention (heading, bold print, timelines, sidebars, etc.) from any of the textbooks that they are using in sixth grade. This is a classwork activity and we will continue to work on over the course of the week.
In writing, today, we talked about things to look for when revising their work. Consistent verb tense, paragraphing, redundancies within the writing, and combining sentences are among the skills students are responsible for in this piece. We typed our pieces in the computer lab.
In science (6S), we did a lesson on taking notes. Then students worked on reading the section of their science textbooks about Particles of Matter and taking notes based on what we talked about in class.
Students then worked on an activity using the nonfiction conventions that we are learning about. They need to pick out examples of each convention (heading, bold print, timelines, sidebars, etc.) from any of the textbooks that they are using in sixth grade. This is a classwork activity and we will continue to work on over the course of the week.
In writing, today, we talked about things to look for when revising their work. Consistent verb tense, paragraphing, redundancies within the writing, and combining sentences are among the skills students are responsible for in this piece. We typed our pieces in the computer lab.
In science (6S), we did a lesson on taking notes. Then students worked on reading the section of their science textbooks about Particles of Matter and taking notes based on what we talked about in class.
Monday, January 24, 2011
Monday, Finally!
We started today with writers' notebooks and then went to the computer lab to type the latest drafts of our pieces. Some boys left for enrichment reading. We will be in the computer again tomorrow to finish up these drafts. I'm hoping to wrap these pieces up soon so we can move on to the persuasive piece of writing.
In reading, we discussed the differences and similarities between fiction and informational print. Students worked on a Venn Diagram that we went over them in class. Students then had an opportunity to browse the informational print in my room. Log 17 is due Wednesday.
We had a spelling test today.
In science for 6F, we discussed how to take notes when reading informational print. Students worked at stations to gather information about the particles that make up matter (atoms).
Please remember the permission slips to go to HMS. We will be going Thursday so we'll need the slips before then.
In reading, we discussed the differences and similarities between fiction and informational print. Students worked on a Venn Diagram that we went over them in class. Students then had an opportunity to browse the informational print in my room. Log 17 is due Wednesday.
We had a spelling test today.
In science for 6F, we discussed how to take notes when reading informational print. Students worked at stations to gather information about the particles that make up matter (atoms).
Please remember the permission slips to go to HMS. We will be going Thursday so we'll need the slips before then.
Thursday, January 20, 2011
Thursday
Finally a "normal" day! We began in the library with Mrs. Alibrandi. She talked with us about the Dewey Decimal system (ask your child about the fun rap!) and ended with a lesson on non-fiction conventions. This is the kick off to our new unit on non-fiction reading. Students all left the library with an informational print book to work with during this unit.
In writing, we talked about transitions in writing. I asked students to look for transition words in their pieces as this is an important part of the trait of organization. Students were able to have conferences and work on their drafts during this time.
In science (6F), I went over the density worksheets as well as the pop quiz that I gave yesterday. Next, we moved onto the part of the Matter unit that involves "matter is made up of particles". We did a pre-reading activity involving section three of the textbook.
I also gave out permission slips today to 6F. We have an opportunity to go to Harold Martin School to work with a second grade class in the area of math. We will go once a month for the next few months and work with Mrs. Perkins' class. It should be pretty exciting! Thanks for sending in the permission slip as soon as possible.
In writing, we talked about transitions in writing. I asked students to look for transition words in their pieces as this is an important part of the trait of organization. Students were able to have conferences and work on their drafts during this time.
In science (6F), I went over the density worksheets as well as the pop quiz that I gave yesterday. Next, we moved onto the part of the Matter unit that involves "matter is made up of particles". We did a pre-reading activity involving section three of the textbook.
I also gave out permission slips today to 6F. We have an opportunity to go to Harold Martin School to work with a second grade class in the area of math. We will go once a month for the next few months and work with Mrs. Perkins' class. It should be pretty exciting! Thanks for sending in the permission slip as soon as possible.
Wednesday, January 19, 2011
Wild Wednesday
What a morning we've had around here! First, we had the delayed start. Then, band and chorus kids had an extra long rehearsal for the concert tomorrow. So, kids who didn't have band or chorus had an extra long study hall this morning. We did not have math or reading today. However, I still collected the reading logs that were due today. Those who didn't have them stayed in for recess as per our homework policy.
In science for both classes, we reviewed how to calculate density. The homework that was due today proved that many students do not understand this concept so we reviewed it more.
In science for both classes, we reviewed how to calculate density. The homework that was due today proved that many students do not understand this concept so we reviewed it more.
Friday, January 14, 2011
Friday
Math groups started the day again today. My group worked on divisibility rules and simplifying fractions. Good stuff!
In reading today, the entire class was devoted to book talks. Students did a great job and got their grades back right away. I was pleased with what they produced.
In science, 6S did the same lesson as 6F did yesterday. Check the blog for that. The only difference is 6S got homework that is due Wednesday. I wanted to give them time to ask for help if they needed it.
Remember there is no school on Monday. Have a fabulous weekend!
In reading today, the entire class was devoted to book talks. Students did a great job and got their grades back right away. I was pleased with what they produced.
In science, 6S did the same lesson as 6F did yesterday. Check the blog for that. The only difference is 6S got homework that is due Wednesday. I wanted to give them time to ask for help if they needed it.
Remember there is no school on Monday. Have a fabulous weekend!
Thursday, January 13, 2011
Thursday
We're playing "catch up" after having been out yesterday. Students passed in their spelling homework as well as reading log 15 today. In writing, we wrote in our notebooks and did an activity involving the trait of organization. Students were given an envelope with sentence strips in it. They had to arrange the strips according to how they would appear in a piece of writing. At first, many of them thought they could just put it together like a puzzle, but that strategy didn't work. They quickly figured out that they had to read the sentences and organize them according to topics and details. The point of the lesson was to show how sentences go together in a piece of writing: one of the main components of the trait of organization.
In reading, I collected reading logs, passed out new ones and then we went to the computer lab. I showed students how they will be scored tomorrow on their book talks. I gave each person a copy of the rubric as well. They should be prepared to go tomorrow for this.
We also worked on a website where students practiced their reading strategies called Into the Book. We worked on Making Connections and Inferring today. We will go back to the site periodically as we master each reading comprehension strategy.
In science (6F), we finished up the activity where we measured the density of water. We compared our results and came up with the actual answer. Then, I went over how to measure the volume of a solid that's irregularly shaped. We practiced with graduated cylinders and rocks. Fun stuff! Students have a sheet about calculating density that is due on Tuesday.
Don't forget that we have Monday off for Civil Rights Day.
In reading, I collected reading logs, passed out new ones and then we went to the computer lab. I showed students how they will be scored tomorrow on their book talks. I gave each person a copy of the rubric as well. They should be prepared to go tomorrow for this.
We also worked on a website where students practiced their reading strategies called Into the Book. We worked on Making Connections and Inferring today. We will go back to the site periodically as we master each reading comprehension strategy.
In science (6F), we finished up the activity where we measured the density of water. We compared our results and came up with the actual answer. Then, I went over how to measure the volume of a solid that's irregularly shaped. We practiced with graduated cylinders and rocks. Fun stuff! Students have a sheet about calculating density that is due on Tuesday.
Don't forget that we have Monday off for Civil Rights Day.
Tuesday, January 11, 2011
Tuesday.... Snow Day Tomorrow??????
We had our late start this morning with our second "C-Time". Students came in and worked on their writers' notebooks. Then, we had a snack break.
In reading, we began our discussion of the Book Talk assignment. All students need to prepare a book talk for Friday. It must be on a book that has been finished in sixth grade, preferably one that has been finished recently. Students may not use enrichment reading books. The criteria was given out today in class. Students have chosen to give the report in front of the class or be recorded on the computer and have it be shown in class. The purpose of the book talk is to "sell" the book to the class so that others will want to read it. Please let me know if you have any questions about the requirements.
In science (6S), we did the lesson on density that 6F did yesterday. Students are trying to figure out the density of water using Triple Beam Balances as well as graduated cylinders. Fun!
In reading, we began our discussion of the Book Talk assignment. All students need to prepare a book talk for Friday. It must be on a book that has been finished in sixth grade, preferably one that has been finished recently. Students may not use enrichment reading books. The criteria was given out today in class. Students have chosen to give the report in front of the class or be recorded on the computer and have it be shown in class. The purpose of the book talk is to "sell" the book to the class so that others will want to read it. Please let me know if you have any questions about the requirements.
In science (6S), we did the lesson on density that 6F did yesterday. Students are trying to figure out the density of water using Triple Beam Balances as well as graduated cylinders. Fun!
Monday, January 10, 2011
Monday
This morning, we wrote in our writers' notebooks to start the day. I discussed the "3 pages a week" assignment, its purpose and some logistical things about it, mainly, not waiting until Thursday to complete it. We then did a lesson on "filler" in our writing. I showed an example of text that had filler and how much better it sounded without it. Students then worked in small groups to try to delete filler from their own writing.
In reading, we wrapped up our peer pressure unit with a test. Students passed in their books and updated their Books Read sheet. After the test, students silent read.
In spelling, we split into three groups, each doing a separate activity. Mrs. Nadeau took one group, Mrs. DiPastina another and I took the last.
In science, we began talking about density. We did some activities involving measuring density with graduated cylinders and triple beam balances.
In reading, we wrapped up our peer pressure unit with a test. Students passed in their books and updated their Books Read sheet. After the test, students silent read.
In spelling, we split into three groups, each doing a separate activity. Mrs. Nadeau took one group, Mrs. DiPastina another and I took the last.
In science, we began talking about density. We did some activities involving measuring density with graduated cylinders and triple beam balances.
Friday, January 7, 2011
Friday
Today started with a new round of math groups. Next, we reviewed for the test in reading on Monday. Students worked independently for the remainder of the time. A lot of students were out, either absent or at Team of Tomorrow. Students will need to make up the work that they missed.
In science, 6S did the measuring volume activity today. The chart is due on Monday.
We ended our day with an art buddy activity! Very fun!
In science, 6S did the measuring volume activity today. The chart is due on Monday.
We ended our day with an art buddy activity! Very fun!
Thursday, January 6, 2011
Thursday
We started our day working on the leads to our pieces of writing. Students did some nice revision. 3 pages in their notebooks are due tomorrow.
In reading, we are almost finished The Shadow Club! It's very exciting! We talked about pace or rate as we read aloud. I modeled a passage of reading slowly and reading quickly. We are learning that comprehension is directly related to reading fluency. Students worked on the Weekly Five during independent time.
In 6F science, we did an awesome activity practicing our accuracy with measuring volume. We made the rainbow spectrum with colored water. The table for this activity is due Monday.
In reading, we are almost finished The Shadow Club! It's very exciting! We talked about pace or rate as we read aloud. I modeled a passage of reading slowly and reading quickly. We are learning that comprehension is directly related to reading fluency. Students worked on the Weekly Five during independent time.
In 6F science, we did an awesome activity practicing our accuracy with measuring volume. We made the rainbow spectrum with colored water. The table for this activity is due Monday.
Wednesday, January 5, 2011
Wednesday
Here we are half way through the week! Time is flying!
In reading today, we discussed the "expression" part of fluency. I shared a few passages from our read aloud and talked about the different expression a reader uses depending on punctuation and types of print. We worked independently for the second part of class.
In writing, we explored different types of leads. Students looked at their pieces of writing and categorized the type of lead it is. We will work with this more tomorrow.
Students also signed up for the next round of community clubs. They will start next week.
In science, we worked on measuring volume using beakers and graduated cylinders. Fun stuff!
In reading today, we discussed the "expression" part of fluency. I shared a few passages from our read aloud and talked about the different expression a reader uses depending on punctuation and types of print. We worked independently for the second part of class.
In writing, we explored different types of leads. Students looked at their pieces of writing and categorized the type of lead it is. We will work with this more tomorrow.
Students also signed up for the next round of community clubs. They will start next week.
In science, we worked on measuring volume using beakers and graduated cylinders. Fun stuff!
Tuesday, January 4, 2011
Tuesday
Today we read aloud more of our book in reading. I began to talk about fluency and what reading fluently means. We will go into more depth over the course of this week and into next. Students worked independently during the last part of class. I will pass out a new reading log tomorrow.
In writing, we did a few quick writes in our notebooks using leads that I put on the board. Students continued to work on their published pieces, conferring, editing, revising.
In science, 6S did the lesson that 6F did yesterday with the triple beam balances. We ended our day with silent sustained reading.
In writing, we did a few quick writes in our notebooks using leads that I put on the board. Students continued to work on their published pieces, conferring, editing, revising.
In science, 6S did the lesson that 6F did yesterday with the triple beam balances. We ended our day with silent sustained reading.
Monday, January 3, 2011
Happy New Year!
We had a busy day to get us back in the groove! Beginning with writing in our writers' notebooks, we put our Holiday Fragrance papers into our portfolios. Next, students read through their notebooks to look for a piece of writing that they want to publish. The requirements for this piece are as follows: 1. A story with a beginning, middle and end; 2. 1 to 2 pages long. We will be working on the trait of organization, with particular focus on leads, conclusions, and transitions among the piece.
In reading today, we read aloud. The book is very intense at this point. I talked a bit about the test to end this unit on Monday. The test will consist of multiple choice where students will be given sentences from the read aloud and they must identify them by the figure of speech. Next, it will have a matching section where there are four different conflicts and students match them with the type of conflict. Finally, there is one short answer and one essay question based on the individual books they have read for this unit.
In spelling, we broke up into 3 different groups to work on 3 different activities. These activities are Making Big Words, Sort It, and Find It from unit 4 in spelling.
Finally, in science, we played the What's My Substance? game and worked with triple beam balances. Students had a chance to measure mass using these balances.
In reading today, we read aloud. The book is very intense at this point. I talked a bit about the test to end this unit on Monday. The test will consist of multiple choice where students will be given sentences from the read aloud and they must identify them by the figure of speech. Next, it will have a matching section where there are four different conflicts and students match them with the type of conflict. Finally, there is one short answer and one essay question based on the individual books they have read for this unit.
In spelling, we broke up into 3 different groups to work on 3 different activities. These activities are Making Big Words, Sort It, and Find It from unit 4 in spelling.
Finally, in science, we played the What's My Substance? game and worked with triple beam balances. Students had a chance to measure mass using these balances.
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