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1. CCSS 2.OA.A.1 and 2.OA.C.4
2. TLF focus - standards-based activities/instruction
3. Verbally explained their thinking to the whole class while annotating (as shown). They wrote an equation that matched their thinking and accurately solved the 2-step word problem.

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1. CCSS.ELA-Literacy.W.4.3 · Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.
2. Standards-based learning activities
3. Students will write a personal narrative about a time that did not give up. Students will also read (Share) their writing during our publish party.

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The purpose of this activity is to reinforce previously instructed Math lessons and 💡 ideas. Our TLF is based on  2.OA.1: I can solve addition and subtraction word problems within 100. Although my pupil did not achieve the desired outcomes, he did display competence in future Calendar Math pages he  turned in. I do not have the pupils so #'s 4 and 9 because I  haven't instructed them on these topics yet.

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1. Write narratives in which they recount a well-elaborated event or short sequence of events, include details.
2.Standards-based activities
3.  If they included an intro, beginning, middle, end, conclusion.

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AYANA MILLER - MELD Personal Narrative Essay - 11657165

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CCSS: W 3.2 Write narratives and sensory details.
Prompt: Write about a time you were scared."
Urix H.: I'm scared of spiders dc thay poison people.

Shilynn B.The time when I was really scared. Was when it was my birthday and me, mom and dad went to Knotts Berry Farm. We got on this really big scary roller coaster . When we got to the top it stopped and all I could see was the ground . I got scared and yelled mommy daddy help me . Then it just dropped. I was screaming and yelling after that I was ready to go back to the Hotel .

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Sam Put

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Jazmine
https://docs.google.com/presentation/d/1HXPKl8jCpw0g8bACpCsgHGQMVjtH24WwiNY2xcPNnMs/edit#slide=id.g9cb79174a7_0_0

Chadd
https://docs.google.com/presentation/d/1zG8IEtnbzey9tLfWceXHiCE3ESDwmwYnxY8utHK8zvw/edit#slide=id.g9cb79174a7_0_11

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Notice and Wonder on Indigenous People Song and video with Mrs, Cusack's 3rd Grade Scholars

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Mrs. Martin - Small Group Discussion on Indigenous People Day with Ms. Matich's 4th grade Scholars

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Mrs. Martin - Small Group Discussion on Indigenous People Day with Ms. Matich's 4th grade Scholars

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CCSS.ELA-LITERACY.RL.3.2
1. Determine the central message and how it is conveyed through details.
2. Standards Based learning activities
3. They would come up with specific reasons that each animal gave for saving the Amazon rain forest.

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Whole class

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Pogo only ate 1/4 cup of dog food for breakfast today.  If he only eats 1/4 cup of dog food for breakfast for a week , how much dog food will Pogo eat for breakfast in a week?             Ms.  Argueta

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https://app.seesaw.me/pages/shared_item?item_id=item.9ff4401f-30c9-47aa-80a3-efb1a1dbd818&share_token=x8LxpFpQQbC1fgbFoIxQig&mode=share

1. CCSS. 3.NBT.A.2
2. TLF focus- standards based activities
3. The students answered the two questions: How does a parent/caregiver use math at home? How do they use math at work?

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1. CCSS W.2.1 - writing opinions
2. TLF focus - standards-based activities/instruction
3. Wrote 3 different and thoughtful reasons to support their opinion on the topic. Restated their opinion as a closure.

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2. Standards based activities
3. If 8 children want to share 6 brownies equally, how much would each child get?

We have been working on equal share word problems as a way to introduce fractions, and provide a way for students to relate to these math concepts.

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L.1.1.1. j
Simple Sentences
Benchmark Advance Shared Reading Book

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2.W.3 I can write a detailed story that has a clear sequence of events.
2.W.5 I can stick to a topic. I can revise my writing.

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Common Word Problem(Addition)
Students were able to complete the word problem with understanding of the procedure and explain their thinking, except 2 students. S

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1. What was your goal?
2. What did you notice?
3. How did what you anticipated meet what students did?
4. What are you wondering and what are your next steps?

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1. What was your goal for the student task?
2. What did you notice?
3. How did what you anticipated meet what students did?
4. What are you wondering and what might be your next steps?

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My goal was for pupils to use metacognitive strategies to solve a math word problem. I also instructed them to write out the steps they took to solve the problem. TLF was Standard 2.NBT.9 "I can explain how addition and subtraction work." I knew whether, or not the pupils achieved my goals by viewing their work samples and listening to them describe what they did.

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My goal was for pupils to use metacognitive strategies to solve a math word problem. I also instructed them to write out the steps they took to solve the problem. TLF was Standard 2.NBT.9 "I can explain how addition and subtraction work." I knew whether, or not the pupils achieved my goals by viewing their work samples and listening to them describe what they did.

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1. Goal - PPW - PU problem solving
2. Some students understood the concept, some added both numbers, some did well during the warm-up, but couldn't transfer that knowledge to problem-solving.
3. I anticipated that some students would just add and that happened. I also anticipated that some students would need more verbal support throughout the problem solving.
4. My students have been getting better at solving PPW-PU problems throughout the week. Today was only their 4th day trying to solve these types of problem, so I am going to continue with the same problem type next week to allow for more practice.

Example problem: Ja'mya has 18 flowers. 7 of them are yellow and the rest are pink. How many pink flowers does Ja'mya have?

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Addition Word Problem
1.OA.1
Use addition and subtraction within 20 to solve problems.
Cassie saw 5 elk in a field. Marta saw 4 elk in the forest.  How many elk do they see altogether?

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Continuation of 2.NBT.9

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1. Goal- to have the students make predictions about the book, and reflect.
2. I noticed that the students had differing opinions on their relation to Trisha, the main character.
3. I anticipated only some of the students speaking out, most every student felt passionate about the book.
4. Use their reflection to relate the theme of the book to them and the important people in their life.

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1. Write your opinion about an important issue and support your opinion with reasons. I also challenged students to explain why their reason is important. (Expand on an idea).
2. I noticed that students  know what their opinion of an issue is,  and think of  reasons to support their opinion, but it became a little more challenging when expanding their ideas.
3. I anticipated that expanding on their idea would be more challenging. Students are eager to speak about important issues, and now it is translating that passion into writing it down!
4. My next steps, are to give feedback on students writing by asking them questions that they can think about/ write about.

"I want this covid to be wiped away because a lot of people are dying"

Expanded to:

"THE reason why MR Biden should end covid 19 because because casue a lot of people could be somebody to the person could be super good to them but they could not grow up with them because they passed away from covid"

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Write an Opinion about what the crayons were thinking. (SF) The crayons are writing their letters because _______.(SF) The crayons state their Opinion by _________________.

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1. To have student understand the theme of the story.
2. Some students related to the theme of important people in our life can shape how we feel about ourselves.
3. Some students focused on the negative parts ( the bullying Trisha went through).

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We are started on persuasive writing. The elections were the perfect way to engage in that.

1. Goal-I wanted to stimulate thought for persuasive writing.
2. Notice-Students were definitely interested in the topic.
3. The students were a little bit more interested than I thought.
4. I wonder if the steam and interest will continue.

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WRITE ALIKE
Dr. Seuss "Is A Camel A Mammal?"

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1. Thinking about today's student work, what was your expectation for the student task in terms of proficiency?
2. What did you notice in terms of students meting your expectations?
3. What are you wondering and what might be your next steps?

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1. I wanted students to be able to identify how much of something (ingredients), and give step by step directions on how-to make their recipe. I wasn't looking for students to have accurate measurements, but rather just some form of quantifying.
2. Students were struggling, but they didn't give up. I think because this was online, it would've been better to chunk this into 2-3 days. I never feel like I have enough time.
3. Next steps will be to revisit this after Thanksgiving break. I want to do my "teach me how to make a PB&J" activity to get students to understand the importance of being specific.

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After reading "The Thank You Book", Students were able to articulate their understanding of the task verbally and write sentences. I needed more time to complete the task, so I added an additional day for work. I had difficulty with taking pictures of their work. I emailed pictures to my email which helped. I loved the task. Mrs. Richie

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After reading "The Thank You Book", Students were able to articulate their understanding of the task verbally and write sentences. I needed more time to complete the task, so I added an additional day for work. I had difficulty with taking pictures of their work. I emailed pictures to my email which helped. I loved the task. Mrs. Richie

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1. Goals/Objectives:Students will ask and answer questions about the importance of giving thanks to multiple people and explain (orally and in writing) their reasons for thanking the people by creating thank-you letters similar to ones in the book by Willem.

2. Outcomes/Check for Understanding: Use sentence frame for student to write the thank you note the person of their choice.   Thank you_______ for_______.

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My goal for the student task is to have pupils complete a Write Alike in

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1. Number bio 5/6
2. Students know how to represent/draw fractions, but it was difficult for them to plot them on a number line and see how far the fraction is from a whole.
3. We needed to take a few steps back. I anticipated that students would be able to plot fractions on a number line, but we needed to take a few steps back to talk about how we can graph fractions.
4. I need to work with students on  understanding the importance of the denominator, so that we can start to work on fraction equivalence.

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1. What is the goal?
2. What did you notice?
3. How did what you anticipated meet what students did?
4. What are you wondering and what are your next steps?

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Ms. J                                           1. Multi-digit multiplication using standard algorithm.

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Ms. J                                           1. Multi-digit multiplication using standard algorithm.

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2. My students are not fluent in their multiplication facts.

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Thanksgiving Multiplication Math Story- Ms. Ruiz

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Thanksgiving Multiplication Math Story- Ms. Ruiz

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1. To get students to show the explanation behind the answer to the multiplication family
2. I needed to break down the problem for a few students step by step and some students got it right away.
3. I anticipated that they would draw the pies and break down the problem and half of them did what I thought would happen and half needed extra support
4. How do I get them to automatically see a multiplication problem? I am going to have them practice multiplication and have the m break some of it down with drawings.

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You have a delicious pizza that has 8 slices.  You eat 2/8 of the pizza, and your friend eats 2/8 of the pizza , and another friend eats 2/8.  How much pizza did you almnd your two friends eat?       

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You have a delicious pizza that has 8 slices.  You eat 2/8 of the pizza, and your friend eats 2/8 of the pizza , and another friend eats 2/8.  How much pizza did you almnd your two friends eat?       

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Ms.  Argueta
1.  The students said 6, but I had to remind them to put it in fraction form.

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WRITE IT
What is a Mammal?

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My goal

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1. My goal was to check for multiplication understanding.
2. I noticed that some students were adding instead of multiplying.  I also noticed that some students did not show their strategies for solving the problem.  Students who followed the instructions did better than those who didn't.
3. I wonder what other ways can I stress for students to show their work.  I will do more review.