Third trimester is our big unit of reading and writing nonfiction. I've checked a TON of National Geographic Kids books from the library. I've got all different subjects: animals, plants, people and inventions to show them how many different things you can learn/read and write about. They love the Nat Geo because they are books they can read, they have great photographs and of course jokes! When you head to the public library these might be good books to check out (although I think I have every one they have checked out right now ha ha)!
In reading, we will spend a lot of time reading the books, and learning how to use nonfiction texts to help us with our writing. We will learn the different parts of nonfiction: table of contents, glossary and index and how they can help us both understand and write research. The photographs will help tell us important facts as well as the information we read. Eventually we will learn how to pull out key facts for our writing research. This will take us to spring break.
In writing, we will continue our sticky note projects, gradually getting to the point where they will be able to take notes, write rough drafts and final projects themselves. Next week will be Planets. I'll read a generic book about them and then let them pick their favorite to study! We will begin in again with taking sticky notes, talking more about what is important to include in the research of an animal/person/plant/insect or invention. We talked a lot about with our frog study that you need to include facts about their looks: body, size, color and their habitat and eating habits. It's important to tell where they live and if they migrate or hibernate. This time with our Planets, we will not only write a rough draft but take that rough draft and write a final copy on writing paper with picture space. This will be a new step for them, but they are familiar with the paper and have done a short version of this with polar bears.
In science next week we will continue our study of matter. After taking time to sort solids and liquids and talk about their characteristics with some fun experiments, they will be ready to show what they know. Monday and Tuesday, we will review our poster of solid/liquids: shape, size, color and texture; and then they will draw one of each, using that vocabulary to describe each. On Tuesday, I will have them go home and bring in either a solid or liquid from home to share out during science describing it using size, shape, color and texture.
The really fun stuff will come Thursday and Friday when we talk about how matter can change. To cut, rip, burn, bake/cook different solids and liquids will change the matter. I will bring in lettuce and carrots to cut, showing them changing shape. I will burn paper (in a bowl of water beneath :) so there are no accidental fires) to show that we can change the texture/shape/size of the solid. They will cut paper so they can see how the shape changes. Then on Friday, we will either bake brownies or cupcakes (depending on how adventurous I feel) to show how solids (the mix) mixed with the eggs/oil will change into a liquid and then bake into a solid again when we bake it. I will have a big piece of butcher paper with a chart of the matter and how it changed by what action. Should be a fun week!
The next few weeks, with a short interruption for diagnostic testing, we will be finishing Topic 10 and hopefully getting Topic 11 before spring break. I might rearrange so that the assessment does take place before spring break.
In Topic 10 we are adding two digit numbers, with multiples of 10. They had a lot of front work with 10's, making different amounts of them with sticks and ones, writing them as well as solving problems. The idea is to have them mentally work their way around the 100's chart adding together these numbers. Most students are not ready for that, so they are using the 100's chart to solve, which is absolutely fine!
Some are still counting by 1's instead of 10's and we did a few practice problems, solving each way. It showed them how more accurate it is to add/subtract by 10's instead of 1's and how much quicker you can solve the problem. Topic 11 is the similar to Topic 10 but instead of adding, we are subtracting. I'm hoping they will do well since they have worked through topic 10 using similar strategies.
In science we will jump into changes of matter. Hopefully the next few weeks we will be able to see some real changes in matter with the melting of ice and snow outside.
This week is an introduction of what a solid is and what a liquid is. They will cut out different pictures from magazines, newspapers and other media to glue on a chart. They will work both in small groups (with their tables) and with the whole group to sort various objects.
Science terminology will also be important as we learn about solids and liquids. Knowing that solids can have: color, texture, shape, and size and liquids have no shape unless they are in a container, size is based on its volume and can also have color and texture. We will do many fun experiments this week describing different solids and sorting solids based on their characteristics. There is a fun experiment with soap, water and corn syrup to show and discuss textures of liquids. This study will lead us up to spring break most likely.
Vowel sounds are tricky, especially when two sets up letters same the same sound. We done a bit with the "EA" sound but now I will introduce "EE". Both say: "E" so we will do lots of word work as whole group to practice these sounds. Not only will they be exposed to a large list of words with those patterns, but we will also talk about homophones since there are so many that apply for this set of words. This study will take us until spring break (if spring actually comes)!
Once each group has completed their round, we will start this study. I will post the words on the main page, stay tuned!
This week will continue to work retellings. We will identifying different parts of a story: characters, setting, plot and ending to help us remember key parts and details. These key elements will help train us to remember what's important in a story.
Some fun, repetitive books (with just a change of character) are the If You Give a Mouse a Cookie books. We will read about the mouse, cat, pig and moose.
Using a chart on the smarboard, students will write and identify the key elements as well as compare stories. This should be a fun way to round out retellings!