A Look At Our Day ************This page has not been updated yet for 2016***********Just FYI
Morning Work 7:45-8:20 a.m.
The children arrive and turn in their Homework Folder, complete a morning task, and read independently (Accelerated Reader). Then we gather on the carpet where we greet each other, listen and respond to each other's news, practice academic and social skills, and talk about the day's happenings. It's a great way to start our day!
Writer's Workshop/Spelling/Handwriting/Phonics 8:20-9:20 a.m.
Children are given opportunities to write on a daily basis. It is an integral part of various curriculum activities. Children write in response to literature selections in each thematic unit, maintain journals, write narratives, informational pieces, opinion pieces, and summaries. Phonemic spelling is encouraged throughout the year. However, the children will be accountable for the Sight Words that will be introduced to them through our spelling program. As the year progresses, the children will be asked to proofread their written work. Weekly spelling has a specific phonics focus. Handwriting will be a daily 5-10 minute focus. Phonics time focuses on sounds and spellings, and other decoding (word attack) skills.
Recess 9:20-9:40 It’s nice if the children have a healthy protein based snack that can be eaten quickly and bring a reusable water container that they can use throughout the day.
Read Aloud 9:40
Children acquire much of their "language sense" through hearing good language read to them. During this time, we may read a chapter book or a unit related book.
The Daily 5 CAFE Reader's Workshop 9:55-11:15 a.m.
The Daily 5 is a way of structuring our literacy block so every child is independently engaged in meaningful reading and writing tasks. The literacy block is divided into three rounds. Each round begins with a whole group focus lesson. After the focus lesson, the children work independently on reading and writing activities. While the children work independently, I will pull small groups or individual children for intense instruction.
The five components are Read to Self, Read to Someone, Word Work, Work on Writing, and Listen to Reading. Read to Self is an independent component where the children practice reading just-right books. Read to Someone is a component which allows the children to practice strategies, work on fluency and expression, check for understanding, and share in the learning community. The Word Work component focuses on sorting, or the process of grouping sounds, words and pictures that represent words into specific categories. Work on Writing is where the children work individually on writing. The writing may be a friendly letter to a classmate or sentences for the weekly spelling words. It may even include unit-related or personal writing. And Listen to Reading is where the children may listen to a book on tape or visit one of the room iPads.
Guided Reading: During Reader's Workshop (also referred to as Daily 5, CAFÉ) students will receive individualized instruction that meets each child where they are at and works on the skills that they need.
Close Reading: This a Common Core focus and what it means is that children read a short passage 2,3, or 4 times in order to develop deep understanding of literature. With the teacher’s help, we highlight, take notes, and mark up our passage with a specific focus in mind. The goal is a deeper level of comprehension. To learn more about Close Reading http://www.scholastic.com/teachers/top-teaching/2013/04/investigating-nonfiction-part-2-digging-deeper-close-reading
Lunch We eat lunch from 11:15-11:50 each day.
Math 11:50 a.m.-1:15p.m.
Our math program is called Envision Math. It is the same Math that has been used in the district for years, but we will be adding some new Common Core Components.
Math Talks: A Math Talk is when the teacher gives the class a math problem and each student solves the problem using the strategies that they have been taught. They then draw their thinking using diagrams or models, so that the whole class can “see” their thinking. Then the class shares their responses out so that all students can benefit from seeing the different ways the problem was solved. The purpose is to reinforce math skills by having students explain their thinking and learn from the thinking of others.
Math Fluency: The Goal of Math Fluency is to have students add and subtract quickly and automatically (memorization). This is achieved by daily practice and repetition on basic math facts. It will also be a daily part of homework.
We usually spend part of our day doing social studies or science activities and/or projects. A lot of our reading and writing activities center around our units as well.
P.E., Computer Lab, and Library
Physical Activity is important for physical and mental health. I will try to incorporate physical activity in the class as much as possible. Expect your child to use their hands a lot. In the digital age, students need hands on time with the computer to develop typing, word processing, and research skills.
Morning Work 7:45-8:20 a.m.
The children arrive and turn in their Homework Folder, complete a morning task, and read independently (Accelerated Reader). Then we gather on the carpet where we greet each other, listen and respond to each other's news, practice academic and social skills, and talk about the day's happenings. It's a great way to start our day!
Writer's Workshop/Spelling/Handwriting/Phonics 8:20-9:20 a.m.
Children are given opportunities to write on a daily basis. It is an integral part of various curriculum activities. Children write in response to literature selections in each thematic unit, maintain journals, write narratives, informational pieces, opinion pieces, and summaries. Phonemic spelling is encouraged throughout the year. However, the children will be accountable for the Sight Words that will be introduced to them through our spelling program. As the year progresses, the children will be asked to proofread their written work. Weekly spelling has a specific phonics focus. Handwriting will be a daily 5-10 minute focus. Phonics time focuses on sounds and spellings, and other decoding (word attack) skills.
Recess 9:20-9:40 It’s nice if the children have a healthy protein based snack that can be eaten quickly and bring a reusable water container that they can use throughout the day.
Read Aloud 9:40
Children acquire much of their "language sense" through hearing good language read to them. During this time, we may read a chapter book or a unit related book.
The Daily 5 CAFE Reader's Workshop 9:55-11:15 a.m.
The Daily 5 is a way of structuring our literacy block so every child is independently engaged in meaningful reading and writing tasks. The literacy block is divided into three rounds. Each round begins with a whole group focus lesson. After the focus lesson, the children work independently on reading and writing activities. While the children work independently, I will pull small groups or individual children for intense instruction.
The five components are Read to Self, Read to Someone, Word Work, Work on Writing, and Listen to Reading. Read to Self is an independent component where the children practice reading just-right books. Read to Someone is a component which allows the children to practice strategies, work on fluency and expression, check for understanding, and share in the learning community. The Word Work component focuses on sorting, or the process of grouping sounds, words and pictures that represent words into specific categories. Work on Writing is where the children work individually on writing. The writing may be a friendly letter to a classmate or sentences for the weekly spelling words. It may even include unit-related or personal writing. And Listen to Reading is where the children may listen to a book on tape or visit one of the room iPads.
Guided Reading: During Reader's Workshop (also referred to as Daily 5, CAFÉ) students will receive individualized instruction that meets each child where they are at and works on the skills that they need.
Close Reading: This a Common Core focus and what it means is that children read a short passage 2,3, or 4 times in order to develop deep understanding of literature. With the teacher’s help, we highlight, take notes, and mark up our passage with a specific focus in mind. The goal is a deeper level of comprehension. To learn more about Close Reading http://www.scholastic.com/teachers/top-teaching/2013/04/investigating-nonfiction-part-2-digging-deeper-close-reading
Lunch We eat lunch from 11:15-11:50 each day.
Math 11:50 a.m.-1:15p.m.
Our math program is called Envision Math. It is the same Math that has been used in the district for years, but we will be adding some new Common Core Components.
Math Talks: A Math Talk is when the teacher gives the class a math problem and each student solves the problem using the strategies that they have been taught. They then draw their thinking using diagrams or models, so that the whole class can “see” their thinking. Then the class shares their responses out so that all students can benefit from seeing the different ways the problem was solved. The purpose is to reinforce math skills by having students explain their thinking and learn from the thinking of others.
Math Fluency: The Goal of Math Fluency is to have students add and subtract quickly and automatically (memorization). This is achieved by daily practice and repetition on basic math facts. It will also be a daily part of homework.
- Recess 1:15- 1:30
We usually spend part of our day doing social studies or science activities and/or projects. A lot of our reading and writing activities center around our units as well.
P.E., Computer Lab, and Library
Physical Activity is important for physical and mental health. I will try to incorporate physical activity in the class as much as possible. Expect your child to use their hands a lot. In the digital age, students need hands on time with the computer to develop typing, word processing, and research skills.