Daily class schedule clipart3/24/2024 No one gives us a problem about the snack that is brought in and it ensures that we have a healthy snack, teachers can monitor the snacks for students with allergies, and every one has a snack every day. They will have to do this 2x during the year. We rotate the students and every student takes a turn bringing in a snack for the class for one week at a time. Since our lunch is so late, we have snack time every day. The students who are left in the room on the other three weeks have time to work on late work or work on some extra center activities (this is when I pull out my math centers that I LOVE because I miss teaching math!!).Įvery day we have a special 10:09-10:49 (Gym is 3x a week and music 2x a week). ![]() On Friday, there is no special 9:26-10:06, so some of my students have an extra pull-out for reading intervention, some students have extra guidance time, and once a month, my whole class goes to guidance. On Thursday, we have chorus 8:00-8:30 and no special at 9:26-10:06, so I just extend Block 1 on Thursdays until 10:06. We have a special from 9:26-10:06 on Monday, Tuesday, and Wednesday (library, art, and computer). I think this surprised him because he hadn’t really tried reading it at home. He didn’t miss a word and read with no problems. It is a much longer book than he is used to, but I had him read two pages to me. ![]() Yesterday, he said he thought it was “too difficult”. He expressed interest in Rick Riordan last week and I gave him The Lost Hero (4.5 GE). We discussed how all the books he has been reading this year independently are below the 4th grade level (Magic Tree House, Big Nate, etc.). For example, one of my students began the year at a 6.1 GE and his test in January still shows a 6.1 GE. Most of my students are crushing their goals, but there are a couple students that haven’t showed growth at all since September according to their STAR report. We showed each student their “goal line” and discussed how they are progressing and why they are there at this point. Yesterday, we gave each student their STAR reading report and conferenced with them about their test results (they have been tested 5x or 1x a month). Right now, the students are working on simple machines in science with these kits: We are “adapting” the modules and she has selected various parts of the modules to work on. ![]() Our NYS module topics for ELA are all SS/Science related and she also incorporates the modules into her SS/Science classes. Since we rotate the students, all the blocks had to be the same amount of time. She also has 80 minutes each day for SS/Science and we have NEVER had that much time for these subjects before. My saving grace is that the SS/Science teacher incorporates a ton of reading and writing into these subjects during her block. The one downfall of this is that 80 minutes is definitely not enough time for ELA when I incorporate reading, writing, grammar, vocabulary, and spelling into this time. We divided our day into three 80 minute blocks (block 3 is only 75 minutes which bothers me because this is my “slowest” group). On Thursday we have chorus from 8:00-8:30, so we don’t give morning work for Thursday.įor ELA morning work, I give the students a packet of various reading response worksheets and they must complete one of their choice every two weeks based on a book they are reading independently. ELA morning work is Tuesday and Friday and math morning work is Monday and Wednesday. Since we are departmentalized with three teachers (I teach ELA, one teaches math, and one teaches SS/Science), we split the morning work into ELA and math days.
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