This morning the children began their day in the media center.
When we returned to class we reviewed cause and effect. After that I modeled writing a paragraph beginning with an opinion statement and naming and explaining two facts to support my opinion statement. Then, I went back to my tech tools model paper about football helmets. Using this research paper, I modeled coming up with an opinion statement (All high school football players should have to wear the Revolution 360 helmet.) and then listed two facts, from my research, which I plan to include in my paragraph that support my statement.
While I met with small groups, the children will draft an opinion statement about WHO will benefit from their technology tool and listing two facts that support it. Then they will complete a WOW worksheet for the word culprit (a guilty person) and practice writing the capital letters A, D and O in cursive.
Yellow Jackets: We met and discussed the format of the inquiry discussion portion of the JGB (Junior Great Books) program. I will pose a question. The students will use the text to answer the question. Then we will have a group discussion. Finally, the children will either keep their answer or change their answer and explain why they think the way they do.
So, today I assigned the question, "Why doesn't the cat share his plan with his mater?" IN class, the children will write a response. Tonight they will read/share their answer with an adult and get a signature on their paper (and feedback, too).
In math we concentrated on identifying fractions of a whole, using pattern blocks, and focusing on the fact that fractions are a comparison of a part to a whole. One-third will ALWAYS be one out of three equal groups but it will not always be the same size, value, area, etc. There is a fraction worksheet for homework.
After lunch and outdoor recess, the students continued working independently while I met with more groups.
Cheetahs: We wrapped up our first Starting Off Strong story by reviewing reasons that inquiry questions have more than one answer. Then we read Nail Soup. For homework the children need to reread Nail Soup and write the part they liked best on a sticky note.
Sharks: We retold the first three chapters of Batholomew's Comet, round robin style, with each student telling one event. Then we began reading chapter 4. For homework, the children need to finish reading chapter 4.
Snakes: Independently they finished writing about a fear they have. In group we shared their fear. Then we practiced listening for and identifying sounds using elkonin boxes. After that, I conducted a picture walk through their new book and the students located key vocabulary words. Finally, the children practiced reading pages 2-5. For homework the students need to reread pages 2-5.
We ended the day by watching a short video clip about an ice cream scientist and discussing what we learned.
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