The students began their day in art.
When they returned to class we had a discussion about focusing and responsibility. While it is important for me for the students to feel comfortable making (and learning from ) mistakes, I think some are beginning to use that as a crutch. I am seeing signs of carelessness where children aren't answering the questions asked or using the strategies we practice to complete assignments.
After that, we visited Edmodo and, again, I reviewed how to check new notifications and how to correctly complete and turn in an assignment.
Next, we finished reading Anna, Grandpa and the Big Storm and we identified how getting stuck on the El forced Anna and Grandpa to spend time together, leading them to an understanding of one another. This, in turn, led to Anna's change in her point of view about Grandpa's visit...she now wants him to stay longer.
While I meet with reading groups the students will complete their change matrix for this novel. They will also finish their character trait web from yesterday. Finally, they will work on individual reading group assignments.
Sharks: We met and shared the character traits, along with the support from their book, that they chose for Tony (main character). As we did this, we noticed that the trait of helpful had the longest list of support from the book. So, we decided that, in our opinion, Tony was helpful. Independently, the students will write a 3-5 sentence paragraph stating their opinion and explaining the problem in the story.
In math we practiced counting by quarters and then measuring to the nearest quarter inch. While the students completed a worksheet independently, I worked with a small group on this task. There is a worksheet for homework and we will have a quiz tomorrow.
Following lunch and outdoor recess, the students continued their independent work, while I met with more small groups.
Cheetahs: The students read the final chapter in the book and explained the title of the BOOK in their RRJ. IN group we discussed character traits that led the main character (the girl) from the problem (stealing the pencil sharpener) to the solution (returning the pencil sharpener). The students struggled with this. So, after discussing the traits and evidence in the book to support those traits, they went back tot heir seats to reread the book.
Yellow Jackets: The students read the final chapter in the book and wrote about the theme in their RRJ. In group they shared the character traits they identified for the main character and the evidence from the book that supported it. We also had a great discussion about which problem was the main problem.
Snakes: Independently they reread their book and drew a picture of the beginning, middle and end in their RRJ. Then, in group, we discussed the main character and the problem. We identified a character trait that described the main character (angry) and found evidence in the book to support the trait.
At the end of the day, I handed out report cards. We also worked on solving a problem that Mr. McGee posted to Edmodo.
There is a reading assignment for homework tonight that is posted on Edmodo.
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