When only one noun owns something we add an ‘s to the end of the word to show ownership. Watch the following video to see a few good examples. (this video also includes how to write plural possessive nouns)
All week we prepped and planned and on Friday it was time to perform! Groups worked on fluency, inflection, staging and so much more as they worked collaboratively to produce a special Readers’s Theater. Students~ Please watch your video and make a comment about how you felt you and your team did during your presentation
~ I was so PROUD of each of you as you battled stage fright and the fear of being videotaped to shine during your performances
Room 319 would like to cordially invite you to a special day of reading on Tuesday November 26th from 2-3pm. We have been working to integrate technology into many of our daily activities and now it’s time for us to show you what we know!
The afternoon will feature
1- Student presentations via iPad apps
2- Reading apps and games to play with your child
3- Special guest readers
4- Introduction to all things Scootpad
4- Assistance with log in information for current class web activities
5- Light refreshments
So stop by to say ‘hi’ and support your child as we read our way into the Thanksgiving holiday.
I hope to see you there!
(If you cannot come at the given times please contact me so we can see if another time might work for you to stop by during the day)
Thank you so much to the arts council for bringing us they Symmetry Detection Agency! We were able to see the symmetry all around us ~ even in music!! Did you know that music is one of the ONLY activity that activates, stimulates and engages the whole brain?! WOW! Where can you find symmetry around you? Can you find it in the walls, the trees, nature, toys, books, music, clouds….. they sky’s the limit!
The Cape Cod Americorps did not disappoint again this year as we participated in the Wet and Wild Water Festival for the third year in a row. To learn more about the Americorps vision visit… http://www.americorpscapecod.org/about-us/history-mission/
The kids were engaged and participatory in every station they visited throughout the festival. It was so great to see them loving science and learning as they raced to the next activity. Wouldn’t it be great if we could learn like this everyday?!!
We’ve been working on sentence types for quite a few weeks now! Below you will find a few videos we’ve used in class to teach us about~ subjects, predicates, simple sentences, compound sentences, complex sentences, independent clauses, dependent clauses and conjunctions. It’s fun sometimes to take a step back and laugh while learning
Today was a FANTASTIC day for bar modeling!!!! When we first began to look at our problem many friends jumped right in and had ‘solved’ in about 5 minutes. These fast and furious friends all had that Chris had saved $31 on Wednesday because the $35 from Friday – 2 for thursday would be $33 on Thursday and -2 on Wednesday would be #31 on Wednesday. Well fffrrrreeezzzeee and REREAD. Our problem did not tell us that Chris saved $35 ON Friday but that he saved $35 BY Friday. That made a BIG difference. Look below to see how our friends Becca and Meghan found the answer…….
Po and his warrior friends helped us to find complex sentences. Each complex sentence is made up of 2 parts.
1- Independent Clause: The part of the sentence that could be used all by itself as a simple sentence. It has its own subject and predicate.
2- Dependent Clause: THis part of the sentence could not be separated and used as its own sentence because it does not have its own subject AND predicate. It is DEPENDENT on the independent clause to form the complex sentence.
It’s time for our daily bar modeling example. Today we looked at 2 coin values. This was one of the more difficult bar modeling set ups we have attempted thus far. It was SO exciting to see how students lit up as they began to figure out how to tackle the problem.
1- identify all key values in the problem
2- create the initial bars and label with all important information from the problem
3- analyze the bars and the given information
4- how does this information help me to figure out the parts that I don’t know?
5- How can finding this information help me to determine the answer to the problem.
6- USE the information given to find small pieces
7- check, check and check again
8- continue to label the bars to show the relationships of the numbers.
The last few lessons we have been focusing our efforts on the partial product method for multiplication. This method has students multiply the place value numbers each individually vs. the straight numbers as we seen done in the traditional method. Below is an example of the same problem using both methods. This week students are working to master 1 method that they feel strongest with in order to set them up for success.