WOO HOO!!!! I am in school for a full day today!!!!!!!! YESSSSSSSSSSSSSSSSSSS!!!!!!!!
The students began their day in art.
When we returned to class we reviewed the expectations of the African Desert research project. We also reviewed how to determine and identify relevant information in text.
Then the students worked on their projects in small groups while I met with reading groups.
Yellow Jackets: Turned in their After the Discussion question.
Cheetahs: We used last night's homework to have an inquiry discussion about who was more dishonest, the soldier or the old woman. Tonight, for homework, the students need to answer the "After the Discussion" question. THIS WILL BE GRADED! Students need to fully explain their thinking using evidence from the book.
Cuisenaire Environment and used this web site to identify 1/4 of two different sized unit fractions (wholes). Then we identified what will always be true about 1/4 (one out of 4 equal parts) and what will not always be true (the size/value). Above is a picture to help.
For homework, the students should visit the above Cuisenaire Environment link and identify 1/3 of two DIFFERENT unit fractions, where 1/3 has a different area. They can either print out their work or draw a picture (color would be needed) to show what they found. The students can use the picture above to guide them. If they want to do another try to find 3 examples of 1/2 where the area of 1/2 is different, using the Cuisenaire rods, of course!
Following lunch and outdoor recess the students continued working on their African Desert research [projects and I met with more reading groups.
Yellow Jackets: We met and discussed the importance of a response MATCHING the question asked. Then I explained the remaining two assignments in the Master Cat packet. For homework they need to choose ONE (either the poem or the essay) to complete. I implored them to keep in mind that regardless of the assignment they complete, they must PROVE to me that they understood the Master Cat and reflect that in their writing.
Sharks: We reread chapter 5 and discussed the beginning, middle and end they drew for homework. Then we reviewed the characteristics of a summary and the students wrote those in their RRJs. For homework the students need to write a summary of chapter 5 adhering to the expectations discussed in group (brief, concise, 3-5 sentences, tells main events of beginning, middle and end, only includes necessary details).
Snakes: We reviewed and discussed the beginning, middle and end of the story. For homework the children need to use the book to complete a sequencing worksheet.
Information about Jump Rope for Heart went home today. Please look for it in your child's home folder.
There will be some adjustments made to reading groups next week. These are based on results from the MAP-R, progress over the past two marking periods and informal assessments.
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