Our Day |
May 28
In Science, students learned how fossils give us clues about extinct animals. Students went to Media. In Reading, students met with their I Survived groups. In Writing, students published their speeches. In Math, students created side lengths of rectangles with a given perimeter.
May 21
In Science, students learned about inherited traits. Students went to Media. In Reading, students met with their I Survived groups. In Writing, students published their speeches. In Math, students constructed rectangles with a given perimeter using unit squares and determined their areas.
May 20
In Science, students learned about inherited traits. Students went to Art. In Reading, students met with their Word Study groups. Students completed the MAP-M test.
May 17
In Science, students learned about inherited traits. Students went to PE. In Reading, students met with their I Survived groups. In Writing, students published their speeches. In Math, students constructed rectangles with a given perimeter using unit squares and determined their areas.
May 16
Students went to Music. In Science, students learned about the life cycles of an organism. In Reading, students met with their I Survived groups. In Writing, students edited their speeches. In Math, students used a line plot to show data.
May 14
Students had their last Junior Achievement lesson. Students went to Media. In Reading, students met with their I Survived groups. In Writing, students wrote introductions that hook the audience. In Math, students solved word problems with perimeter.
May 13
In Social Studies, students studied how communication technology helps producers. Students went to Art. Students completed Unit 4 of the PARCC Math Test. In Reading, students met with their I Survived groups. Students celebrated completing PARCC with an ice cream party.
May 7
Students went to Media. Students completed Unit 1 of the PARCC Math Test. In Reading, students started reading I Survived. In Writing, students learned that speeches need specific examples.
May 6
Students had their second Junior Achievement lesson. Students went to Art. In Reading, students learned new word patterns/sounds. In Writing, students wrote reasons/examples to go with their thesis. In Math, students found the perimeter of a shape with missing sides.
May 3
Students went to PE. Students completed Unit 4 of the PARCC ELA Test. In Math, students created a blueprint of a zoo using area/perimeter. Students had their first Junior Achievement lesson.
May 2
Students went to Music. Students completed Unit 3 of the PARCC ELA Test. In Math, students solved for the perimeter of shapes. In Social Studies, students identified advantages of using transportation.
May 1
In Social Studies, students created a product with an assembly line. In Reading, students created a visualization of a historic event. In Writing, students wrote with reasons and examples. In Math, students measured side lengths to find the perimeter.
April 30
Students went to Media. Students completed Unit 2 of the PARCC ELA Test. In Math, students learned that the perimeter is the outside/edge of a shape.
April 29
Students went to Art. Students completed Unit 1 of the PARCC ELA Test. In Math, students classified polygons by attributes. In Social Studies, students identified productive resources used to make a chosen good.
April 26
Students went to PE. In Reading, students visualized their historic event. In Writing, students grouped similar facts. In Math, students sorted polygons based on attributes. We celebrated April birthdays.
April 25
Students went to Music. Students had a cub lesson with Ms. Gordon. In Reading, students wrote concrete poems. In Writing, students researched pros and cons of a chosen issue. In Math, students solved word problems.
April 24
In SS, students created a product with limited resources. In Reading, students asked questions while reading nonfiction text. In Writing, students researched pros and cons of a chosen issue. In Math, students measured liquid volume with liters and milliters.
April 23
In SS, students described the three economic resources: human, capital and natural. Students went to Media. In Reading, students studied spelling patterns in Word Study. In Writing, students researched pros and cons of a chosen issue. In Math, students learned that liters and milliliters measures liquid volume.
April 15
In SS, students used a decision tree to make good choices. Students went to Art. In Reading, students read Emma's Poem and wrote a shape poem. In Writing, students wrote a speech about whether or not school buses should have seatbelts. In Math, students reviewed fractions.
April 11
Students went to Music. Students had a Cub Lesson. In Reading, students identified the main idea while reading Lily and Miss Liberty. In Writing, students wrote a speech addressing the audience. In Math, students identified grams and kilograms as a unit to measure mass.
April 10
In Social Studies, students completed a budget. Students learned tools for taking the PARCC test. In Reading, students asked thick and thin questions while reading Lily and Miss Liberty. In Writing, students wrote a speech addressing the audience. In Math, students solved word problems with elapsed time.
April 9
In Social Studies, students completed a budget. Students went to Media. In Reading, students made inferences while reading Lily and Miss Liberty. In Writing, students wrote a speech about a realistic problem they wanted to fix. In Math, students solved word problems with elapsed time.
April 8
In Social Studies, students generated a weekly income. Students went to Art. In Reading, students made predictions while reading Lily and Miss Liberty. In Math, students used solved word problems with elapsed time. Students went to an Assembly honoring Mr. G.
April 5
In Social Studies, students evaluated advantaged and disadvantages of owning a pet. Students went to PE. In Reading, students read an article about the Statue of Liberty. In Writing, students wrote a speech about a noteworthy person. In Math, students used a number line to tell time to the nearest minute.
April 4
In Social Studies, students learned about spending and saving. Students went to Music. In Reading, students researched the Statue of Liberty. In Writing, students started speech writing boot-camp. In Math, students used a number line tell time to the nearest 5 minutes.
April 3
Students learned about animals in our habitat. Students created their own beaver dam. Students cleaned out their desks and got organized for MP4!
April 2
In Science, students worked on a letter persuading the WWF to move their animal to a new biome. Students went to Media. In Reading, students shared their current event newscast. In Writing, students completed unfinished work. In Math, students practiced fractions and/or multiplication and division.
April 1
In Science, students worked on a letter persuading the WWF to move their animal to a new biome. Students went to Art. Students had Word Study. In Writing, students continued to create a script for their newscast of a current event. In Math, students explored time as a continuous movement using a stopwatch.
March 29
Students went to PE. Students learned about Mozart, Stan Lee, Bruce Lee, Walt Disney, Albert Einstein, Marie Curie, Percy Wallace, Susan B Anthony and Shakespeare. In Math, students completed an assessment.
March 27
Students visited the Imagination Stage! Students learned about George Washington, Steve Irwin, Jane Goodall and JK Rowling!
March 26
In Science, students started to design an animal that would survive in a chosen biome. Students went to Media. In Reading, students learned about Amelia Earhart, Elvis Presley, Dr. Seuss, and Marie Antoinette. In Math, students reviewed fraction skills.
March 25
In Science, students started to design an animal that would survive in a chosen biome. Students went to Art. In Reading, students learned about Christopher Columbus, Frida Kahlo and Isaac Newton. In Math, students solved multiplication problems with multiples of 10.
March 22
In Science, students shared what they learned about their biome. Students went to PE. In Reading, students completed an assessment. In Math, students solved multiplication problems with multiples of 10. Students celebrated March birthdays.
March 21
In Science, students became a biome expert. Students went to Music. In Reading, students studied new words. In Writing, students wrote information text. In Math, students completed an assessment.
March 20
In Science, students shared their posters on animal tongues. Students had a popcorn party. In Reading, students answered text dependent questions. In Writing, students wrote information text. In Math, students reviewed fractions.
March 19
Students participated in Career Day - ask your child to learn more! In Writing, students wrote about one of their careers they learned about. In Math, students compared fractions using models and number lines.
March 15
Students practiced their poetry slam. Students went to PE. In Math, students completed an assessment. In writing, students researched an animal. Students went to a poetry assembly.
March 14
Students went to Music. Students had a Cub Lesson. In Reading, students identified cause/effect relationships in the text. In Writing, students researched an animal. In Math, students learned how to create an analyze a line plot.
March 13
In Science, students learned how frogs use their tongues for survival. In Reading, students asked questions while reading an article about animal adaptations. In Writing, students researched an animal. In Math, students generated equivalent fractions using models.
March 12
In Science, students learned how frogs use their tongues for survival. In Reading, students determined the main idea of: Mystery Solved: Zebras' stripes might protect against fly bites. In Writing, students created a tableau of a fairy tale. In Math, students identified whole numbers as fractions.
March 11
In Science, students identified different bird beaks and identified how they have adapted for its environment and food source. In Reading, students asked questions while reading the article: Mystery Solved: Zebras' stripes might protect against fly bites. In Writing, students drew their illustrations for their published fairy tale. In Math, students identified whole numbers as fractions.
March 8
In Science, students identified different bird beaks and identified how they have adapted for its environment and food source.. In Reading, students completed a check in. In Writing, students continued working on their second fairy tale. In Math, students learned that fractions that equal one whole have the same number on the top and bottom.
March 7
Students went to Music. In Science, students learned about animal adaptations. In Reading, students learned how to explain their evidence when writing. In Writing, students continued working on their second fairy tale. In Math, students generated equivalent fractions by using number lines.
March 6
In Science, students learned about animal adaptations. In Reading, students determined the main idea of Eggcelent Bird Parents and found evidence from the text to prove their answer. In Writing, students continued working on their second fairy tale. In Math, students generated equivalent fractions by using visual models and number lines.
March 5
Students went to an assembly. Students went to Media. In Reading, students discussed the focus question from the text Eggcelent Bird Parents. In Writing, students continued working on their second fairy tale. In Math, students learned equivalent fractions refer to the same point on the number line.
March 4
In Science, students learned about predator and prey relationships. Students went to Art. In Reading, students studied new words and learned new patterns. In Writing, students continued working on their second fairy tale. In Math, students learned equivalent fractions are the same size.
March 1
In Science, students learned about the benefit of animal groups. Students went to PE. In Math, students compared fractions.
February 28
Students went to Music and had a Cub Lesson with Ms. Gordon. In Reading, students developed an opinion while reading the text Egg-Celent Bird Parents. In Writing, students learned to add descriptive language to their fairy tale. In Math, students compared fractions using a number line.
February 27
In Social Studies, students shared their poster about Aztec culture. Students went to an Assembly. In Reading, students asked questions while reading the text Egg-Celent Bird Parents. In Writing, students learned to add action so dialogue doesn't swamp their draft. In Math, students compared fractions using a number line.
February 26
In Social Studies, students worked on their poster about Aztec culture. Students went to Media. In Reading, students completed an assessment. In Writing, students learned to revise as they go. In Math, students placed fractions on a number line.
February 25
In Social Studies, students worked on their poster about Aztec culture. Students went to Art. In Reading, students discussed the theme of The Ugly Duckling. In Writing, students continued writing their 2nd fairy tale adaptation. In Math, students placed fractions on a number line.
February 22
In Social Studies, students learned about Aztec culture. Students went to PE. In Reading, students discussed The Ugly Duckling. In Writing, students learned that refrains keep readers engaged. Students celebrated February birthdays.
February 21
In Reading, students reread The Ugly Duckling. In Writing, students brainstormed new ideas for fairytales. In Math, students reviewed fractions on a number line.
February 19
Students went to Media. In Reading, students studied new words and read The Ugly Duckling. In Writing, students chose a new fairy tale to change. In Math, students placed fractions on a number line greater than 1 whole.
February 15
In Social Studies, students discussed culture. Students went to PE. In Reading, students completed a quiz. In Writing, students finished their first fairy tale. In Math, students placed fractions on a number line.
February 14
Students went to Music. Students had a Cub Lesson. In Reading, students wrote from the POV of a character in the story. Students celebrated Valentine's Day. <3
February 13
In Social Studies, students shared their state riddle. In Reading, students discussed their ideas on the focus question using evidence from the story. In Writing, students learned to use narration throughout their drafts. In Math, students placed fractions on a number line from 0-1.
February 12
In Social Studies, students created a state riddle. In Reading, students thought about character's actions while reading, The Banza. In Writing, students learned to show, not tell how their characters are feeling. In Math, students completed an assessment.
February 11
In Reading, students asked and answered questions while reading, The Banza. In Writing, students rehearsed and wrote the middle/end of their fairy tale adaptation. In Math, students learned that we cannot compare fractions with different sized wholes.
February 8
In Social Studies, students worked on their state poster. Students went to PE. In Reading, students identified the genre of Iron John. In Writing, students rehearsed and wrote the beginning of their fairy tale adaptation. In Math, students compared fractions.
February 7
In Social Studies, students worked on their state poster. Students went to Music. In Reading, students identified similarities and differences between two folktales. In Writing, students learned that writers change characters and events in fairy tale adaptations. In Math, students identified and represented fractions greater than 1 whole.
February 6
In Social Studies, students are researching different states. In Reading, students identified the genre and theme of The Fisherman and the Turtle. In Writing, students learned that writers change characters and events in fairy tale adaptations. In Math, students decomposed a whole into parts with number bonds.
February 5
In Social Studies, students are researching different states. Students went to Media. In Reading, students compared and contrasted characters from two myths. In Writing, students identified a fairy tale to change. In Math, students identified and represented shaded and non shaded parts of one whole as fractions.
February 4
In Social Studies, students located cities, rivers, and surrounding states on a map of Maryland. Students went to Art. In Reading, students studied word patterns. In Writing, students read two new versions of Cinderella. In Math, students identified fractions less than 1 whole.
February 1
Students celebrated World Read Aloud Day. In Social Studies, students constructed and labeled a map of North America. Students went to PE. In Math, students partitioned a whole and identified the numeric fraction.
January 31
In Social Studies, students constructed and labeled a map of North America. In Reading, students read Arachne and identified the characteristics of a myth. In Writing, students read two versions of Cinderella. In Math, students used different wholes to represent a unit fraction.
January 25
In Science, students tested their houses. Students went to PE. In Reading, students finished unfinished work.
January 24
Students went to Music. In Writing, students continued working on their research project. In Reading, students identified main idea and key details. In Science, students started building a house that will withstand a hurricane, blizzard or thunderstorm. In Math, students partitioned a whole into equal parts.
January 23
In Writing, students continued working on their research project. In Reading, students learned about the coldest town in Siberia. In Science, students started building a house that will withstand a hurricane, blizzard or thunderstorm. In Math, students partitioned a whole into equal parts.
January 22
Students completed a Science assessment. Students went to Media. In Reading, students learned new patterns in Word Study. In Science, students designed and planned a house that will withstand a hurricane, blizzard or thunderstorm. In Math, students partitioned a whole into equal parts.
January 17
Students went to Music and had a Cub Lesson. In Science, students learned about climate zones around the world. In Reading, students debated the question, "Should meteorologists pay attention to animal behavior to help predict the weather?" In Writing, students are working on an informational poster, PowerPoint presentation or a book. In Math, students learned about 0 and 1 facts.
January 16
In Science, students learned about climate zones around the world. In Reading, students annotated text while reading the article, Weather Watchers. In Writing, students are working on an informational poster, powerpoint presentation or a book. In Math, students solved word problems with all operations.
January 15
In Science, students learned about climate zones and the difference between weather and climate. In Reading, students asked questions while reading the article, Weather Watchers. In Writing, students are working on an informational poster, powerpoint presentation or a book. In Math, students learned tricks to solve 9 facts!
January 11
Students completed the MAP-R test. Students went to PE. In Reading, students learned how to restate the question as their topic sentence in an essay. In Math, students learned how to use 10 facts to help with solving 9 facts.
January 9
Students completed the MAP-M test. In Reading, students studied patterns and sounds in Word Study. In Writing, students continued their research on their new topic. In Math, solved multiplication and division word problems.
January 8
Students went to an Assembly. Students went to Media. In Reading, students asked and answered questions while reading Luba and the Wren. In Writing, students continued their research on their new topic. In Math, reviewed multiplication facts.
January 7
In Science, students learned about precipitation. Students went to Art. In Reading, students asked and answered questions while reading Luba and the Wren. In Writing, students wrote 4 questions to focus their *new* research on. In Math, students found the area by multiplying side lengths.
January 4
In Science, students learned about precipitation. Students went to PE. In Reading, students completed an assessment. In Writing, students explored topics for their new information writing. In Math, students found the area using skip counting.
January 3
Students went to Music. Students had a Cub Lesson with Ms. Gordon. In Reading, students annotated text while reading Luba and the Wren. In Writing, students wrote a small moment story about their Winter Break. In Math, students drew rows and columns of a rectangle to find the area.
January 2
In Science, students explored the water cycle and how clouds are formed. In Reading, students asked questions while reading Luba and the Wren. In Writing, students wrote a small moment story about their Winter Break. In Math, students tiled unit squares to make rectangles and find area.
December 20
In Social Studies, students compared countries. Students went to Music. In Reading, students created a foldable with important facts about winter holidays. In Writing, students shared their country books. In Math, students used the distributive property when multiplying and dividing.
December 19
In Social Studies, students compared countries. In Reading, students created a foldable with important facts about winter holidays. In Writing, students wrote about their favorite STEM challenge. In Math, students learned how to use parenthesis in equations.
December 18
Students had a Cub Lesson with Ms. Gordon. Students went to Media. In Reading, students learned about Christmas and determined important facts. In Writing, students wrote about their favorite STEM challenge. In Math, students worked on fact fluency.
December 17
Students went to Art. In Reading, students learned about Hanukkah and determined important facts. In Writing, students finished publishing their country book. In Math, students solved 6 and 7 multiplication/division facts.
December 14
Students completed the catapult STEM challenge. Students went to PE. In Reading, students learned about Kwanzaa and determined important facts. In Writing, students continued publishing their country book. In Math, students used the break apart strategy with hard 6 and 7 facts.
December 13
In Social Studies, students studied a region of the USA. Students went to Music. In Reading, students shared their plays. In Writing, students worked on publishing their drafts. In Math, students solved multiplication and division problems (7 facts).
December 12
In Social Studies, students studied a region of the USA. Students completed the "Tallest Snowman" STEM challenge. In Writing, students worked on publishing their drafts. In Math, students solved multiplication and division problems (6 facts).
December 11
In Social Studies, students studied a region of the USA. Students went to Media. In Reading, students compared the themes in two plays. In Writing, students worked on publishing their drafts. In Math, students solved multiplication and division problems.
December 10
Students completed the "Strongest Shape" STEM challenge. Students went to Art. In Reading, students studied patterns and sounds in Word Study. In Writing, students started publishing their drafts. In Math, students used a variable to represent the missing number.
December 7
In Social Studies, students learned about the 5 regions of the USA. Students went to PE. In Reading, students wrote about the theme of The Calabash Kids. In Writing, students finished their drafts. In Math, students used 5 facts to help with harder 6, 7, 8, 9 facts.
December 6
In Social Studies, students learned about the wonders of North America. Students went to Music. In Reading, students learned that they can find the theme of a story by thinking about the character's mistakes. In Writing, students decided what text features belong in their country book. In Math, students showed the commutative property with 6, 7, 8 , 9 facts.
December 5
In Social Studies, students learned about the wonders of North America. Students participated in Hour of Code. In Reading, students identified the character traits of the main character in The Calabash Kids. In Writing, students used a checklist to stay on track. In Math, students completed an assessment.
December 4
In Social Studies, students learned about the wonders of North America. Students went to Media. In Reading, students read, The Calabash Kids and determined how the characters actions/words lead to later events in the play. In Writing, students learned how to use a partner for feedback. In Math, students solved 2 step word problems.
December 3
In Social Studies, students learned about Maryland cities of the past/present. Students went to Art. In Reading, students read, The Calabash Kids and asked/answered questions. In Writing, students learned how to make their introductions powerful. In Math, students solved 2 step word problems.
November 30
In Social Studies, students wrote about their top Maryland wonder. Students went to a Science Assembly. In Reading, students learned the difference between the plot and the theme of a story. In Writing, students continued writing their chapters. Students went to a Pep Rally and reviewed multiplication facts.
November 29
Students went to Music. Students had a Cub Lesson. In Reading, students read the play, The Hidden One, and stepped into the characters shoes to imagine their point of view. In Writing, students continued writing their chapters. In Math, students used the distributive property with division facts.
November 28
In Social Studies, students identified the wonders of Maryland. Students learned about the power of YET. In Reading, students read the play, The Hidden One, and discussed how characters' actions and words lead to events in the play.. In Writing, students learned to use a variety of tools to research. In Math, students used the distributive property with 10 facts.
November 27
In Social Studies, students identified the wonders of Maryland. Students went to Media. In Reading, students read the play, The Hidden One. In Writing, students learned to add ideas to their facts. In Math, students related multiplication and division.
November 26
In Social Studies, students identified natural and human-made features. Students went to Art. In Reading, students learned their new word study words. In Writing, students learned how to use transition words to connect information. In Math, students used the distributive property.
November 21
Students watched the movie adaptation of Molly's Pilgrim and created their own Pilgrim doll. In Writing, students worked on their journal entry.
November 20
Students had a Cub Lesson with Ms. Gordon. Students went to Media. In Reading, students finished reading Molly's Pilgrim and started writing their immigrant journal entry. In Writing, students learned to elaborate by adding details to their fact. In Math, students reviewed the commutative property with 4 facts.
November 19
In Social Studies, students organized their ideas for their immigrant journal entry. Students went to Art. In Reading, asked and answered questions while reading Molly's Pilgrim. In Writing, students wrote their second chapter in their information book. In Math, students solved multiplication problems with 4 facts.
November 15
In Social Studies, students learned about recent kid immigrants and why their families moved to the US. In Reading, students learned about metaphors. In Writing, students wrote their first chapter in their information book. In Math, students solved multiplication and division problems with 3.
November 14
In Social Studies, students learned about recent kid immigrants and why their families moved to the US. In Reading, students learned about metaphors. In Writing, students organized their research into headings, sub headings, and sub-subheadings. In Math, students used a tape diagram to show multiplication and division problems.
November 13
In Writing, students created a table of contents - thinking about the big topics they researched. Students went to Media. In Math, students used arrays and tape diagrams to model unknowns in multiplication and division problems.
November 12
In Writing, students continued their research on their country. Students went to Art. In Reading, students learned that similes are a way to make comparisons using like or as.
November 9
Students went to PE. In Reading, students annotated the poem, Mommy Slept Late and Daddy Cooked Breakfast. In Writing, students researched their chosen country. In Math, students reviewed word problems, multiplication and division.
November 8
Students went to Music. In Reading, students discussed the meaning of the poem, By Myself by Eloise Greenfield. In Writing, students researched a country for their information book. In Math, students completed a multiplication/division quiz.
November 7
In Math, students used the distributive property to solve harder facts. Students went to the Book Fair. In Reading, students discussed the poem "Fun" by Eloise Greenfield.
November 5
Students got to know their new teams by creating a team name. Students went to Art. In Reading, students learned about Ellis Island. In Writing, students chose a country to research. In Math, students learned to find related multiplication facts by adding and subtracting equal groups in array models.
November 2
In Science, students completed an assessment. Students went to P.E. In Reading, students read fiction/non-fiction text and learned about The Day of the Dead. In Writing, students completed their informational Google Slides. In Math, students used skip counting in arrays with 2 and 3 facts.
October 31
Happy Halloween!
October 30
Students had Buddy Reading with 5th Grade. Students went to Media. In Reading, students used context clues to figure out unknown words. In Writing, students researched a topic of their choice: spiders, pumpkins or bats. In Math, students learned the commutative property of multiplication.
October 29
In Science, students tested their cars to see whether mass would affect the speed/energy of their car. Students went to Art. In Reading, students learned new word patterns. In Writing, students continued to publish their small moment stories. In Math, students practiced multiplication.
October 26
In Science, students used the engineering design process to design a car. In Reading, students read non fiction text. In Writing, students worked on publishing. In Math, students used an array to show division.
October 25
In Science, students used the engineering design process to design a car. In Reading, students learned about text features. In Writing, students learned to show not tell in their writing. In Math, students identified the unknown number in division as the amount of groups.
October 24
In Science, students determined that objects have more energy when moving faster. In Reading, students wrote a paragraph explaining the main idea of an article with text evidence. In Writing, students wrote from the point of view of a cannery worker. In Math, students identified the unknown number in division as the size of the group.
October 23
In Science, students explored energy. Students went to Media. In Reading, students identified the main idea by thinking of the topic and asking, "So what?". In Writing, students wrote from the point of view of a cannery worker. In Math, students identified groups and the size of the group (factors) for multiplication.
October 22
In Science, students explained how height affects the distance of a ball. Students went to Art. In Reading, students identified new words. In Writing, students wrote from the point of view of a cannery worker. In Math, students showed arrays to represent multiplication.
October 19
In Science, students explored how height affects the distance of a ball. Students went to PE. In Reading, students compared two articles on robots. In Writing, students explained their opinion with reasons and examples. In Math, students showed equal groups to represent multiplication.
October 18
Students went to Music. Students had a Cub Lesson with Ms. Gordon. In Reading, students identified the main idea of a text using key details. In Writing, students explained their opinion with reasons and examples. In Math, students found the area of a rectangle using repeated addition.
October 17
We visited the Baltimore Museum of Industry today!
October 16
In Science, students explained invisible forces. Students went to Media. In Reading, students used context clues to determine word meaning. In Writing, students learned that in order to make sure our writing is clear we should read it like a stranger would. In Math, we learned to find the area by counting the square units.
October 12
In Science, students explained balanced and unbalanced forces in the game of bowling. Students shared their Class Rep speeches. Students went to PE. In Reading, students explained how their robot would help Lonesome John in The Scarebird. In Writing, students learned how to punctuate dialogue. In Math, students solved problems with unknowns.
October 11
In Science, students modeled and explained balanced and unbalanced forces. Students went to Music. In Reading, students designed a robot to help Lonesome John in The Scarebird. In Writing, students learned that dialogue should not swamp their narratives - they need action! Students went to the SGA Assembly.
October 10
In Science, students learned about balanced and unbalanced forces. Students were introduced to their Kindness Pal. In Reading, students discussed whether or not elderly people should have robot helpers. In Writing, students learned that writers relive their experiences. In Math, students completed an assessment.
October 8
In Science, students explored the question: Does everything fall and why do things fall to the ground? Students went to Art. In Reading, students generated questions while reading Can Robots Be People Too? In Writing, students continued working on their second small moment story. In Math, students subtracted with zeros.
October 5
In Social Studies, students described what life was like in Pompeii. Students went to PE. In Math, students solved word problems.
October 4
Students went to Music. In Social Studies, students learned more about Mount Vesuvius and Pompeii. Students had a Cub Lesson with Ms. Gordon. In Reading, students wrote an essay using the RACE strategy. In Writing, students became their own job captain and started a new story. In Math, students solved word problems.
October 3
In Social Studies, students shared their business posters. Students practiced typing skills. In Reading, students organized their thinking. In Writing, students finished their first small moment story. In Math, students subtracted numbers within 1000.
October 2
In Social Studies, students created a business and explained the goods/services provided. Students went to Media. In Reading, students described similarities and differences between two main characters. In Writing, students learned when to start a new paragraph. In Math, students subtracted numbers within 1000.
October 1
In Social Studies, students described goods and services provided by businesses. Students went to Art. In Reading, students learned how to use the RACE strategy when responding to questions about the text. In Writing, students learned to develop the heart of the story. In Math, students subtracted numbers within 1000.
September 28
In Social Studies, students learned about the importance of being informed while voting. Students went to P.E. In Reading, students wrote from the point of view of a character in The Scarebird. In Writing, students studied pages from the story "Come on Rain" and determined what was powerful and meaningful. In Math students added and rounded 3 digit numbers. At the end of the day, we celebrated our September birthdays.
September 27
Students went to Music. In Social Studies, students learned more about the 3 Branches of Government. In Reading, students discussed questions from the The Scarebird. In Writing, students studied pages from the story "Come on Rain" and determined what was powerful and meaningful. In Math students added 3 digit numbers.
September 26
In Reading, students determined the actions of the character in The Scarebird. In Writing, students wrote fast and furious. In Math, students added numbers with 3 addends.
September 25
In Social Studies, students learned about the 3 branches of government. Students went to Media. In Reading, students generated questions while reading The Scarebird. In Writing, students developed strong leads. In Math, students added 2-3 digit numbers.
September 24
In Social Studies, students gave their opinion on the most important citizen we studied. Students went to Art. In Reading, students created a scrapbook page explaining Grace's most important events from her trip to Africa in the story Boundless Grace. In Writing, students learned that narrative writers rehearse their story out loud. In Math, students added 2-3 digit numbers.
September 21
In Social Studies, students got in new groups and taught others about their citizen they studied. Students went to P.E. In Reading, students learned how to find and explain evidence from the text. In Writing, students learned to use known words to help with harder words - when spelling. In Math, students added 2-3 digit numbers.
September 20
Students went to Music. Students had a Cub Lesson with Ms. Gordon. In Reading, students discussed answers to a focus question using evidence from the story Boundless Grace. In Writing, students continued writing small moment stories. In Math, students completed a rounding check-in.
September 18
In Social Studies, students studied a citizen who helped the common good. Students went to Media. In Reading, students identified the point of view of a character while reading Boundless Grace. In Writing, students assessed their writing with the 3rd grade checklist. In Math, students rounded to the nearest 10 and 100.
September 17
This morning, we had a class meeting. Students went to Art. In Reading, students asked and answered questions while reading Boundless Grace. They also had Word Study. In Writing, students learned that writers write bit by bit so their stories can be heard, felt and visualized by the reader. In Math, students rounded numbers to the nearest 10.
September 14
This morning, students completed MAP-M. Students went to PE. In Social Studies, students defined what it means to be a good citizen. In Writing, students wrote about a small moment from a special place. In Math, students generated their own number lines to round numbers to the nearest 100.
September 13
This morning, students went to Music. After, they performed skits about a problem in their community. In Reading, students made predictions while reading Boxes for Katje. In Writing, students wrote small moment stories. In Math, students used a number line to round to the nearest 100.
September 12
This morning, students learned how to use the Chromebook responsibly. Then, students completed the MAP-R test. In Reading, students identified the point of view of a character in Crow Boy. In Writing, students learned that when they think they have nothing to write about - they can write about a moment with a special person. In Math, students used a 1000 chart to round to the nearest 100.
September 11
In Social Studies, students identified rules and laws and the consequences of violating them. Students went to Media. In Reading, students asked and answered questions while reading Crow Boy. In Writing, students created writing resolutions for the quarter. In Math, students identified patterns on an addition table.
September 7
This morning, students worked hard on the Marshmallow Challenge and shared their Me Stew Assignments. Students went to P.E. and our first PEP RALLY of the year. This afternoon, students read Ralph Tells a Story and identified topics they could write stories about. In Math, we identified patterns on an addition table.
September 6
This morning, students went to Music and shared their "Me Stew" assignments. In Reading, students learned how to make inferences and read a wordless picture book called Free Fall. In Writing, students wrote about "The Best Part of Me" and in Math students identified what good math group work looks like.
September 5
This morning we completed the "Solo Cup Challenge", showed our spelling skills, and organized our supplies. We read Ms. Nelson is Missing and created our classroom rules. This afternoon, we wrote a story about the summer and we showed off our math skills.
September 4
Today we got to know each other and learned our classroom routines. Students went to Media. We also read First Day Jitters and discussed our feelings about the first day of school. At the end of the day, students played Classmate Bingo with the entire 3rd grade.
In Science, students learned how fossils give us clues about extinct animals. Students went to Media. In Reading, students met with their I Survived groups. In Writing, students published their speeches. In Math, students created side lengths of rectangles with a given perimeter.
May 21
In Science, students learned about inherited traits. Students went to Media. In Reading, students met with their I Survived groups. In Writing, students published their speeches. In Math, students constructed rectangles with a given perimeter using unit squares and determined their areas.
May 20
In Science, students learned about inherited traits. Students went to Art. In Reading, students met with their Word Study groups. Students completed the MAP-M test.
May 17
In Science, students learned about inherited traits. Students went to PE. In Reading, students met with their I Survived groups. In Writing, students published their speeches. In Math, students constructed rectangles with a given perimeter using unit squares and determined their areas.
May 16
Students went to Music. In Science, students learned about the life cycles of an organism. In Reading, students met with their I Survived groups. In Writing, students edited their speeches. In Math, students used a line plot to show data.
May 14
Students had their last Junior Achievement lesson. Students went to Media. In Reading, students met with their I Survived groups. In Writing, students wrote introductions that hook the audience. In Math, students solved word problems with perimeter.
May 13
In Social Studies, students studied how communication technology helps producers. Students went to Art. Students completed Unit 4 of the PARCC Math Test. In Reading, students met with their I Survived groups. Students celebrated completing PARCC with an ice cream party.
May 7
Students went to Media. Students completed Unit 1 of the PARCC Math Test. In Reading, students started reading I Survived. In Writing, students learned that speeches need specific examples.
May 6
Students had their second Junior Achievement lesson. Students went to Art. In Reading, students learned new word patterns/sounds. In Writing, students wrote reasons/examples to go with their thesis. In Math, students found the perimeter of a shape with missing sides.
May 3
Students went to PE. Students completed Unit 4 of the PARCC ELA Test. In Math, students created a blueprint of a zoo using area/perimeter. Students had their first Junior Achievement lesson.
May 2
Students went to Music. Students completed Unit 3 of the PARCC ELA Test. In Math, students solved for the perimeter of shapes. In Social Studies, students identified advantages of using transportation.
May 1
In Social Studies, students created a product with an assembly line. In Reading, students created a visualization of a historic event. In Writing, students wrote with reasons and examples. In Math, students measured side lengths to find the perimeter.
April 30
Students went to Media. Students completed Unit 2 of the PARCC ELA Test. In Math, students learned that the perimeter is the outside/edge of a shape.
April 29
Students went to Art. Students completed Unit 1 of the PARCC ELA Test. In Math, students classified polygons by attributes. In Social Studies, students identified productive resources used to make a chosen good.
April 26
Students went to PE. In Reading, students visualized their historic event. In Writing, students grouped similar facts. In Math, students sorted polygons based on attributes. We celebrated April birthdays.
April 25
Students went to Music. Students had a cub lesson with Ms. Gordon. In Reading, students wrote concrete poems. In Writing, students researched pros and cons of a chosen issue. In Math, students solved word problems.
April 24
In SS, students created a product with limited resources. In Reading, students asked questions while reading nonfiction text. In Writing, students researched pros and cons of a chosen issue. In Math, students measured liquid volume with liters and milliters.
April 23
In SS, students described the three economic resources: human, capital and natural. Students went to Media. In Reading, students studied spelling patterns in Word Study. In Writing, students researched pros and cons of a chosen issue. In Math, students learned that liters and milliliters measures liquid volume.
April 15
In SS, students used a decision tree to make good choices. Students went to Art. In Reading, students read Emma's Poem and wrote a shape poem. In Writing, students wrote a speech about whether or not school buses should have seatbelts. In Math, students reviewed fractions.
April 11
Students went to Music. Students had a Cub Lesson. In Reading, students identified the main idea while reading Lily and Miss Liberty. In Writing, students wrote a speech addressing the audience. In Math, students identified grams and kilograms as a unit to measure mass.
April 10
In Social Studies, students completed a budget. Students learned tools for taking the PARCC test. In Reading, students asked thick and thin questions while reading Lily and Miss Liberty. In Writing, students wrote a speech addressing the audience. In Math, students solved word problems with elapsed time.
April 9
In Social Studies, students completed a budget. Students went to Media. In Reading, students made inferences while reading Lily and Miss Liberty. In Writing, students wrote a speech about a realistic problem they wanted to fix. In Math, students solved word problems with elapsed time.
April 8
In Social Studies, students generated a weekly income. Students went to Art. In Reading, students made predictions while reading Lily and Miss Liberty. In Math, students used solved word problems with elapsed time. Students went to an Assembly honoring Mr. G.
April 5
In Social Studies, students evaluated advantaged and disadvantages of owning a pet. Students went to PE. In Reading, students read an article about the Statue of Liberty. In Writing, students wrote a speech about a noteworthy person. In Math, students used a number line to tell time to the nearest minute.
April 4
In Social Studies, students learned about spending and saving. Students went to Music. In Reading, students researched the Statue of Liberty. In Writing, students started speech writing boot-camp. In Math, students used a number line tell time to the nearest 5 minutes.
April 3
Students learned about animals in our habitat. Students created their own beaver dam. Students cleaned out their desks and got organized for MP4!
April 2
In Science, students worked on a letter persuading the WWF to move their animal to a new biome. Students went to Media. In Reading, students shared their current event newscast. In Writing, students completed unfinished work. In Math, students practiced fractions and/or multiplication and division.
April 1
In Science, students worked on a letter persuading the WWF to move their animal to a new biome. Students went to Art. Students had Word Study. In Writing, students continued to create a script for their newscast of a current event. In Math, students explored time as a continuous movement using a stopwatch.
March 29
Students went to PE. Students learned about Mozart, Stan Lee, Bruce Lee, Walt Disney, Albert Einstein, Marie Curie, Percy Wallace, Susan B Anthony and Shakespeare. In Math, students completed an assessment.
March 27
Students visited the Imagination Stage! Students learned about George Washington, Steve Irwin, Jane Goodall and JK Rowling!
March 26
In Science, students started to design an animal that would survive in a chosen biome. Students went to Media. In Reading, students learned about Amelia Earhart, Elvis Presley, Dr. Seuss, and Marie Antoinette. In Math, students reviewed fraction skills.
March 25
In Science, students started to design an animal that would survive in a chosen biome. Students went to Art. In Reading, students learned about Christopher Columbus, Frida Kahlo and Isaac Newton. In Math, students solved multiplication problems with multiples of 10.
March 22
In Science, students shared what they learned about their biome. Students went to PE. In Reading, students completed an assessment. In Math, students solved multiplication problems with multiples of 10. Students celebrated March birthdays.
March 21
In Science, students became a biome expert. Students went to Music. In Reading, students studied new words. In Writing, students wrote information text. In Math, students completed an assessment.
March 20
In Science, students shared their posters on animal tongues. Students had a popcorn party. In Reading, students answered text dependent questions. In Writing, students wrote information text. In Math, students reviewed fractions.
March 19
Students participated in Career Day - ask your child to learn more! In Writing, students wrote about one of their careers they learned about. In Math, students compared fractions using models and number lines.
March 15
Students practiced their poetry slam. Students went to PE. In Math, students completed an assessment. In writing, students researched an animal. Students went to a poetry assembly.
March 14
Students went to Music. Students had a Cub Lesson. In Reading, students identified cause/effect relationships in the text. In Writing, students researched an animal. In Math, students learned how to create an analyze a line plot.
March 13
In Science, students learned how frogs use their tongues for survival. In Reading, students asked questions while reading an article about animal adaptations. In Writing, students researched an animal. In Math, students generated equivalent fractions using models.
March 12
In Science, students learned how frogs use their tongues for survival. In Reading, students determined the main idea of: Mystery Solved: Zebras' stripes might protect against fly bites. In Writing, students created a tableau of a fairy tale. In Math, students identified whole numbers as fractions.
March 11
In Science, students identified different bird beaks and identified how they have adapted for its environment and food source. In Reading, students asked questions while reading the article: Mystery Solved: Zebras' stripes might protect against fly bites. In Writing, students drew their illustrations for their published fairy tale. In Math, students identified whole numbers as fractions.
March 8
In Science, students identified different bird beaks and identified how they have adapted for its environment and food source.. In Reading, students completed a check in. In Writing, students continued working on their second fairy tale. In Math, students learned that fractions that equal one whole have the same number on the top and bottom.
March 7
Students went to Music. In Science, students learned about animal adaptations. In Reading, students learned how to explain their evidence when writing. In Writing, students continued working on their second fairy tale. In Math, students generated equivalent fractions by using number lines.
March 6
In Science, students learned about animal adaptations. In Reading, students determined the main idea of Eggcelent Bird Parents and found evidence from the text to prove their answer. In Writing, students continued working on their second fairy tale. In Math, students generated equivalent fractions by using visual models and number lines.
March 5
Students went to an assembly. Students went to Media. In Reading, students discussed the focus question from the text Eggcelent Bird Parents. In Writing, students continued working on their second fairy tale. In Math, students learned equivalent fractions refer to the same point on the number line.
March 4
In Science, students learned about predator and prey relationships. Students went to Art. In Reading, students studied new words and learned new patterns. In Writing, students continued working on their second fairy tale. In Math, students learned equivalent fractions are the same size.
March 1
In Science, students learned about the benefit of animal groups. Students went to PE. In Math, students compared fractions.
February 28
Students went to Music and had a Cub Lesson with Ms. Gordon. In Reading, students developed an opinion while reading the text Egg-Celent Bird Parents. In Writing, students learned to add descriptive language to their fairy tale. In Math, students compared fractions using a number line.
February 27
In Social Studies, students shared their poster about Aztec culture. Students went to an Assembly. In Reading, students asked questions while reading the text Egg-Celent Bird Parents. In Writing, students learned to add action so dialogue doesn't swamp their draft. In Math, students compared fractions using a number line.
February 26
In Social Studies, students worked on their poster about Aztec culture. Students went to Media. In Reading, students completed an assessment. In Writing, students learned to revise as they go. In Math, students placed fractions on a number line.
February 25
In Social Studies, students worked on their poster about Aztec culture. Students went to Art. In Reading, students discussed the theme of The Ugly Duckling. In Writing, students continued writing their 2nd fairy tale adaptation. In Math, students placed fractions on a number line.
February 22
In Social Studies, students learned about Aztec culture. Students went to PE. In Reading, students discussed The Ugly Duckling. In Writing, students learned that refrains keep readers engaged. Students celebrated February birthdays.
February 21
In Reading, students reread The Ugly Duckling. In Writing, students brainstormed new ideas for fairytales. In Math, students reviewed fractions on a number line.
February 19
Students went to Media. In Reading, students studied new words and read The Ugly Duckling. In Writing, students chose a new fairy tale to change. In Math, students placed fractions on a number line greater than 1 whole.
February 15
In Social Studies, students discussed culture. Students went to PE. In Reading, students completed a quiz. In Writing, students finished their first fairy tale. In Math, students placed fractions on a number line.
February 14
Students went to Music. Students had a Cub Lesson. In Reading, students wrote from the POV of a character in the story. Students celebrated Valentine's Day. <3
February 13
In Social Studies, students shared their state riddle. In Reading, students discussed their ideas on the focus question using evidence from the story. In Writing, students learned to use narration throughout their drafts. In Math, students placed fractions on a number line from 0-1.
February 12
In Social Studies, students created a state riddle. In Reading, students thought about character's actions while reading, The Banza. In Writing, students learned to show, not tell how their characters are feeling. In Math, students completed an assessment.
February 11
In Reading, students asked and answered questions while reading, The Banza. In Writing, students rehearsed and wrote the middle/end of their fairy tale adaptation. In Math, students learned that we cannot compare fractions with different sized wholes.
February 8
In Social Studies, students worked on their state poster. Students went to PE. In Reading, students identified the genre of Iron John. In Writing, students rehearsed and wrote the beginning of their fairy tale adaptation. In Math, students compared fractions.
February 7
In Social Studies, students worked on their state poster. Students went to Music. In Reading, students identified similarities and differences between two folktales. In Writing, students learned that writers change characters and events in fairy tale adaptations. In Math, students identified and represented fractions greater than 1 whole.
February 6
In Social Studies, students are researching different states. In Reading, students identified the genre and theme of The Fisherman and the Turtle. In Writing, students learned that writers change characters and events in fairy tale adaptations. In Math, students decomposed a whole into parts with number bonds.
February 5
In Social Studies, students are researching different states. Students went to Media. In Reading, students compared and contrasted characters from two myths. In Writing, students identified a fairy tale to change. In Math, students identified and represented shaded and non shaded parts of one whole as fractions.
February 4
In Social Studies, students located cities, rivers, and surrounding states on a map of Maryland. Students went to Art. In Reading, students studied word patterns. In Writing, students read two new versions of Cinderella. In Math, students identified fractions less than 1 whole.
February 1
Students celebrated World Read Aloud Day. In Social Studies, students constructed and labeled a map of North America. Students went to PE. In Math, students partitioned a whole and identified the numeric fraction.
January 31
In Social Studies, students constructed and labeled a map of North America. In Reading, students read Arachne and identified the characteristics of a myth. In Writing, students read two versions of Cinderella. In Math, students used different wholes to represent a unit fraction.
January 25
In Science, students tested their houses. Students went to PE. In Reading, students finished unfinished work.
January 24
Students went to Music. In Writing, students continued working on their research project. In Reading, students identified main idea and key details. In Science, students started building a house that will withstand a hurricane, blizzard or thunderstorm. In Math, students partitioned a whole into equal parts.
January 23
In Writing, students continued working on their research project. In Reading, students learned about the coldest town in Siberia. In Science, students started building a house that will withstand a hurricane, blizzard or thunderstorm. In Math, students partitioned a whole into equal parts.
January 22
Students completed a Science assessment. Students went to Media. In Reading, students learned new patterns in Word Study. In Science, students designed and planned a house that will withstand a hurricane, blizzard or thunderstorm. In Math, students partitioned a whole into equal parts.
January 17
Students went to Music and had a Cub Lesson. In Science, students learned about climate zones around the world. In Reading, students debated the question, "Should meteorologists pay attention to animal behavior to help predict the weather?" In Writing, students are working on an informational poster, PowerPoint presentation or a book. In Math, students learned about 0 and 1 facts.
January 16
In Science, students learned about climate zones around the world. In Reading, students annotated text while reading the article, Weather Watchers. In Writing, students are working on an informational poster, powerpoint presentation or a book. In Math, students solved word problems with all operations.
January 15
In Science, students learned about climate zones and the difference between weather and climate. In Reading, students asked questions while reading the article, Weather Watchers. In Writing, students are working on an informational poster, powerpoint presentation or a book. In Math, students learned tricks to solve 9 facts!
January 11
Students completed the MAP-R test. Students went to PE. In Reading, students learned how to restate the question as their topic sentence in an essay. In Math, students learned how to use 10 facts to help with solving 9 facts.
January 9
Students completed the MAP-M test. In Reading, students studied patterns and sounds in Word Study. In Writing, students continued their research on their new topic. In Math, solved multiplication and division word problems.
January 8
Students went to an Assembly. Students went to Media. In Reading, students asked and answered questions while reading Luba and the Wren. In Writing, students continued their research on their new topic. In Math, reviewed multiplication facts.
January 7
In Science, students learned about precipitation. Students went to Art. In Reading, students asked and answered questions while reading Luba and the Wren. In Writing, students wrote 4 questions to focus their *new* research on. In Math, students found the area by multiplying side lengths.
January 4
In Science, students learned about precipitation. Students went to PE. In Reading, students completed an assessment. In Writing, students explored topics for their new information writing. In Math, students found the area using skip counting.
January 3
Students went to Music. Students had a Cub Lesson with Ms. Gordon. In Reading, students annotated text while reading Luba and the Wren. In Writing, students wrote a small moment story about their Winter Break. In Math, students drew rows and columns of a rectangle to find the area.
January 2
In Science, students explored the water cycle and how clouds are formed. In Reading, students asked questions while reading Luba and the Wren. In Writing, students wrote a small moment story about their Winter Break. In Math, students tiled unit squares to make rectangles and find area.
December 20
In Social Studies, students compared countries. Students went to Music. In Reading, students created a foldable with important facts about winter holidays. In Writing, students shared their country books. In Math, students used the distributive property when multiplying and dividing.
December 19
In Social Studies, students compared countries. In Reading, students created a foldable with important facts about winter holidays. In Writing, students wrote about their favorite STEM challenge. In Math, students learned how to use parenthesis in equations.
December 18
Students had a Cub Lesson with Ms. Gordon. Students went to Media. In Reading, students learned about Christmas and determined important facts. In Writing, students wrote about their favorite STEM challenge. In Math, students worked on fact fluency.
December 17
Students went to Art. In Reading, students learned about Hanukkah and determined important facts. In Writing, students finished publishing their country book. In Math, students solved 6 and 7 multiplication/division facts.
December 14
Students completed the catapult STEM challenge. Students went to PE. In Reading, students learned about Kwanzaa and determined important facts. In Writing, students continued publishing their country book. In Math, students used the break apart strategy with hard 6 and 7 facts.
December 13
In Social Studies, students studied a region of the USA. Students went to Music. In Reading, students shared their plays. In Writing, students worked on publishing their drafts. In Math, students solved multiplication and division problems (7 facts).
December 12
In Social Studies, students studied a region of the USA. Students completed the "Tallest Snowman" STEM challenge. In Writing, students worked on publishing their drafts. In Math, students solved multiplication and division problems (6 facts).
December 11
In Social Studies, students studied a region of the USA. Students went to Media. In Reading, students compared the themes in two plays. In Writing, students worked on publishing their drafts. In Math, students solved multiplication and division problems.
December 10
Students completed the "Strongest Shape" STEM challenge. Students went to Art. In Reading, students studied patterns and sounds in Word Study. In Writing, students started publishing their drafts. In Math, students used a variable to represent the missing number.
December 7
In Social Studies, students learned about the 5 regions of the USA. Students went to PE. In Reading, students wrote about the theme of The Calabash Kids. In Writing, students finished their drafts. In Math, students used 5 facts to help with harder 6, 7, 8, 9 facts.
December 6
In Social Studies, students learned about the wonders of North America. Students went to Music. In Reading, students learned that they can find the theme of a story by thinking about the character's mistakes. In Writing, students decided what text features belong in their country book. In Math, students showed the commutative property with 6, 7, 8 , 9 facts.
December 5
In Social Studies, students learned about the wonders of North America. Students participated in Hour of Code. In Reading, students identified the character traits of the main character in The Calabash Kids. In Writing, students used a checklist to stay on track. In Math, students completed an assessment.
December 4
In Social Studies, students learned about the wonders of North America. Students went to Media. In Reading, students read, The Calabash Kids and determined how the characters actions/words lead to later events in the play. In Writing, students learned how to use a partner for feedback. In Math, students solved 2 step word problems.
December 3
In Social Studies, students learned about Maryland cities of the past/present. Students went to Art. In Reading, students read, The Calabash Kids and asked/answered questions. In Writing, students learned how to make their introductions powerful. In Math, students solved 2 step word problems.
November 30
In Social Studies, students wrote about their top Maryland wonder. Students went to a Science Assembly. In Reading, students learned the difference between the plot and the theme of a story. In Writing, students continued writing their chapters. Students went to a Pep Rally and reviewed multiplication facts.
November 29
Students went to Music. Students had a Cub Lesson. In Reading, students read the play, The Hidden One, and stepped into the characters shoes to imagine their point of view. In Writing, students continued writing their chapters. In Math, students used the distributive property with division facts.
November 28
In Social Studies, students identified the wonders of Maryland. Students learned about the power of YET. In Reading, students read the play, The Hidden One, and discussed how characters' actions and words lead to events in the play.. In Writing, students learned to use a variety of tools to research. In Math, students used the distributive property with 10 facts.
November 27
In Social Studies, students identified the wonders of Maryland. Students went to Media. In Reading, students read the play, The Hidden One. In Writing, students learned to add ideas to their facts. In Math, students related multiplication and division.
November 26
In Social Studies, students identified natural and human-made features. Students went to Art. In Reading, students learned their new word study words. In Writing, students learned how to use transition words to connect information. In Math, students used the distributive property.
November 21
Students watched the movie adaptation of Molly's Pilgrim and created their own Pilgrim doll. In Writing, students worked on their journal entry.
November 20
Students had a Cub Lesson with Ms. Gordon. Students went to Media. In Reading, students finished reading Molly's Pilgrim and started writing their immigrant journal entry. In Writing, students learned to elaborate by adding details to their fact. In Math, students reviewed the commutative property with 4 facts.
November 19
In Social Studies, students organized their ideas for their immigrant journal entry. Students went to Art. In Reading, asked and answered questions while reading Molly's Pilgrim. In Writing, students wrote their second chapter in their information book. In Math, students solved multiplication problems with 4 facts.
November 15
In Social Studies, students learned about recent kid immigrants and why their families moved to the US. In Reading, students learned about metaphors. In Writing, students wrote their first chapter in their information book. In Math, students solved multiplication and division problems with 3.
November 14
In Social Studies, students learned about recent kid immigrants and why their families moved to the US. In Reading, students learned about metaphors. In Writing, students organized their research into headings, sub headings, and sub-subheadings. In Math, students used a tape diagram to show multiplication and division problems.
November 13
In Writing, students created a table of contents - thinking about the big topics they researched. Students went to Media. In Math, students used arrays and tape diagrams to model unknowns in multiplication and division problems.
November 12
In Writing, students continued their research on their country. Students went to Art. In Reading, students learned that similes are a way to make comparisons using like or as.
November 9
Students went to PE. In Reading, students annotated the poem, Mommy Slept Late and Daddy Cooked Breakfast. In Writing, students researched their chosen country. In Math, students reviewed word problems, multiplication and division.
November 8
Students went to Music. In Reading, students discussed the meaning of the poem, By Myself by Eloise Greenfield. In Writing, students researched a country for their information book. In Math, students completed a multiplication/division quiz.
November 7
In Math, students used the distributive property to solve harder facts. Students went to the Book Fair. In Reading, students discussed the poem "Fun" by Eloise Greenfield.
November 5
Students got to know their new teams by creating a team name. Students went to Art. In Reading, students learned about Ellis Island. In Writing, students chose a country to research. In Math, students learned to find related multiplication facts by adding and subtracting equal groups in array models.
November 2
In Science, students completed an assessment. Students went to P.E. In Reading, students read fiction/non-fiction text and learned about The Day of the Dead. In Writing, students completed their informational Google Slides. In Math, students used skip counting in arrays with 2 and 3 facts.
October 31
Happy Halloween!
October 30
Students had Buddy Reading with 5th Grade. Students went to Media. In Reading, students used context clues to figure out unknown words. In Writing, students researched a topic of their choice: spiders, pumpkins or bats. In Math, students learned the commutative property of multiplication.
October 29
In Science, students tested their cars to see whether mass would affect the speed/energy of their car. Students went to Art. In Reading, students learned new word patterns. In Writing, students continued to publish their small moment stories. In Math, students practiced multiplication.
October 26
In Science, students used the engineering design process to design a car. In Reading, students read non fiction text. In Writing, students worked on publishing. In Math, students used an array to show division.
October 25
In Science, students used the engineering design process to design a car. In Reading, students learned about text features. In Writing, students learned to show not tell in their writing. In Math, students identified the unknown number in division as the amount of groups.
October 24
In Science, students determined that objects have more energy when moving faster. In Reading, students wrote a paragraph explaining the main idea of an article with text evidence. In Writing, students wrote from the point of view of a cannery worker. In Math, students identified the unknown number in division as the size of the group.
October 23
In Science, students explored energy. Students went to Media. In Reading, students identified the main idea by thinking of the topic and asking, "So what?". In Writing, students wrote from the point of view of a cannery worker. In Math, students identified groups and the size of the group (factors) for multiplication.
October 22
In Science, students explained how height affects the distance of a ball. Students went to Art. In Reading, students identified new words. In Writing, students wrote from the point of view of a cannery worker. In Math, students showed arrays to represent multiplication.
October 19
In Science, students explored how height affects the distance of a ball. Students went to PE. In Reading, students compared two articles on robots. In Writing, students explained their opinion with reasons and examples. In Math, students showed equal groups to represent multiplication.
October 18
Students went to Music. Students had a Cub Lesson with Ms. Gordon. In Reading, students identified the main idea of a text using key details. In Writing, students explained their opinion with reasons and examples. In Math, students found the area of a rectangle using repeated addition.
October 17
We visited the Baltimore Museum of Industry today!
October 16
In Science, students explained invisible forces. Students went to Media. In Reading, students used context clues to determine word meaning. In Writing, students learned that in order to make sure our writing is clear we should read it like a stranger would. In Math, we learned to find the area by counting the square units.
October 12
In Science, students explained balanced and unbalanced forces in the game of bowling. Students shared their Class Rep speeches. Students went to PE. In Reading, students explained how their robot would help Lonesome John in The Scarebird. In Writing, students learned how to punctuate dialogue. In Math, students solved problems with unknowns.
October 11
In Science, students modeled and explained balanced and unbalanced forces. Students went to Music. In Reading, students designed a robot to help Lonesome John in The Scarebird. In Writing, students learned that dialogue should not swamp their narratives - they need action! Students went to the SGA Assembly.
October 10
In Science, students learned about balanced and unbalanced forces. Students were introduced to their Kindness Pal. In Reading, students discussed whether or not elderly people should have robot helpers. In Writing, students learned that writers relive their experiences. In Math, students completed an assessment.
October 8
In Science, students explored the question: Does everything fall and why do things fall to the ground? Students went to Art. In Reading, students generated questions while reading Can Robots Be People Too? In Writing, students continued working on their second small moment story. In Math, students subtracted with zeros.
October 5
In Social Studies, students described what life was like in Pompeii. Students went to PE. In Math, students solved word problems.
October 4
Students went to Music. In Social Studies, students learned more about Mount Vesuvius and Pompeii. Students had a Cub Lesson with Ms. Gordon. In Reading, students wrote an essay using the RACE strategy. In Writing, students became their own job captain and started a new story. In Math, students solved word problems.
October 3
In Social Studies, students shared their business posters. Students practiced typing skills. In Reading, students organized their thinking. In Writing, students finished their first small moment story. In Math, students subtracted numbers within 1000.
October 2
In Social Studies, students created a business and explained the goods/services provided. Students went to Media. In Reading, students described similarities and differences between two main characters. In Writing, students learned when to start a new paragraph. In Math, students subtracted numbers within 1000.
October 1
In Social Studies, students described goods and services provided by businesses. Students went to Art. In Reading, students learned how to use the RACE strategy when responding to questions about the text. In Writing, students learned to develop the heart of the story. In Math, students subtracted numbers within 1000.
September 28
In Social Studies, students learned about the importance of being informed while voting. Students went to P.E. In Reading, students wrote from the point of view of a character in The Scarebird. In Writing, students studied pages from the story "Come on Rain" and determined what was powerful and meaningful. In Math students added and rounded 3 digit numbers. At the end of the day, we celebrated our September birthdays.
September 27
Students went to Music. In Social Studies, students learned more about the 3 Branches of Government. In Reading, students discussed questions from the The Scarebird. In Writing, students studied pages from the story "Come on Rain" and determined what was powerful and meaningful. In Math students added 3 digit numbers.
September 26
In Reading, students determined the actions of the character in The Scarebird. In Writing, students wrote fast and furious. In Math, students added numbers with 3 addends.
September 25
In Social Studies, students learned about the 3 branches of government. Students went to Media. In Reading, students generated questions while reading The Scarebird. In Writing, students developed strong leads. In Math, students added 2-3 digit numbers.
September 24
In Social Studies, students gave their opinion on the most important citizen we studied. Students went to Art. In Reading, students created a scrapbook page explaining Grace's most important events from her trip to Africa in the story Boundless Grace. In Writing, students learned that narrative writers rehearse their story out loud. In Math, students added 2-3 digit numbers.
September 21
In Social Studies, students got in new groups and taught others about their citizen they studied. Students went to P.E. In Reading, students learned how to find and explain evidence from the text. In Writing, students learned to use known words to help with harder words - when spelling. In Math, students added 2-3 digit numbers.
September 20
Students went to Music. Students had a Cub Lesson with Ms. Gordon. In Reading, students discussed answers to a focus question using evidence from the story Boundless Grace. In Writing, students continued writing small moment stories. In Math, students completed a rounding check-in.
September 18
In Social Studies, students studied a citizen who helped the common good. Students went to Media. In Reading, students identified the point of view of a character while reading Boundless Grace. In Writing, students assessed their writing with the 3rd grade checklist. In Math, students rounded to the nearest 10 and 100.
September 17
This morning, we had a class meeting. Students went to Art. In Reading, students asked and answered questions while reading Boundless Grace. They also had Word Study. In Writing, students learned that writers write bit by bit so their stories can be heard, felt and visualized by the reader. In Math, students rounded numbers to the nearest 10.
September 14
This morning, students completed MAP-M. Students went to PE. In Social Studies, students defined what it means to be a good citizen. In Writing, students wrote about a small moment from a special place. In Math, students generated their own number lines to round numbers to the nearest 100.
September 13
This morning, students went to Music. After, they performed skits about a problem in their community. In Reading, students made predictions while reading Boxes for Katje. In Writing, students wrote small moment stories. In Math, students used a number line to round to the nearest 100.
September 12
This morning, students learned how to use the Chromebook responsibly. Then, students completed the MAP-R test. In Reading, students identified the point of view of a character in Crow Boy. In Writing, students learned that when they think they have nothing to write about - they can write about a moment with a special person. In Math, students used a 1000 chart to round to the nearest 100.
September 11
In Social Studies, students identified rules and laws and the consequences of violating them. Students went to Media. In Reading, students asked and answered questions while reading Crow Boy. In Writing, students created writing resolutions for the quarter. In Math, students identified patterns on an addition table.
September 7
This morning, students worked hard on the Marshmallow Challenge and shared their Me Stew Assignments. Students went to P.E. and our first PEP RALLY of the year. This afternoon, students read Ralph Tells a Story and identified topics they could write stories about. In Math, we identified patterns on an addition table.
September 6
This morning, students went to Music and shared their "Me Stew" assignments. In Reading, students learned how to make inferences and read a wordless picture book called Free Fall. In Writing, students wrote about "The Best Part of Me" and in Math students identified what good math group work looks like.
September 5
This morning we completed the "Solo Cup Challenge", showed our spelling skills, and organized our supplies. We read Ms. Nelson is Missing and created our classroom rules. This afternoon, we wrote a story about the summer and we showed off our math skills.
September 4
Today we got to know each other and learned our classroom routines. Students went to Media. We also read First Day Jitters and discussed our feelings about the first day of school. At the end of the day, students played Classmate Bingo with the entire 3rd grade.