After going to art, the students returned to the classroom where we revisited Gail Gibbons book, Ice Cream: The Full Scoop. Today, however, we had a question to guide our reading, is ice cream healthy? AS we read the book, we identified examples of cause and effect in the writing and determined whether any of the information was relevant to the question we were trying to answer.
When we determined the book did not contain relevant information, we discussed the need to locate another resource. When presented with another informative text about ice cream, we used the headings to help us decide if it might contain important information. Then we read the section which we deemed relevant. We identified the author's opinion (that ice cream is healthy) and the facts she used to support her idea ( it contains calcium, phosphorus, riboflavin and protein).
While I meet with reading groups the students will complete individual reading group activities, work on a Venn Diagram comparing and contrasting written and spoken English (we will use their ideas during our whole group lesson tomorrow) and practiced writing the letters x, y and z in cursive.
Cheetahs: In group I modeled rereading the story and voicing my curiosity (things I wondered about) as I read. We also identified things we missed in our first readings. For homework the students need to reread the story and answer the BEFORE discussion question ONLY!
In math the students worked collaboratively, in small groups, to math words problems with given equations and then to solve for the variables in each equation. Then they glued these into their math journal. Tonight, they will complete a similar activity on their own. If your child forgets to bring their math journal at home, they may glue their problems onto a piece of paper from home.
Following lunch and outdoor recess the students continued working independently while I met with more groups.
Yellow Jackets: Independently they reread the story and wrote questions they wondered about. IN group, we made a list of questions the group wondered about and answered those which had concrete answers. Then I modeled reading using the directed notes method. For homework the children need to reread the entire story and mark places with an "F" if they thought it was funny or an "S" if it surprised them. I gave the children sticky notes to use and they have an example in their Master Cat packet.
Sharks: The children read chapter 2 and wrote about the "disasters" that began in that chapter. Then, in group, we reread the chapter and discussed the disasters. For homework they need to reread chapter 2 and illustrate the chapter anyway they choose...they just have to be able to explain their picture in group...they can use crayons, pencils, the computer...it can be one picture or a splattering of little doodles...whatever...this is to help them further comprehend and visualize what they read.
Snakes: Independently, the children reread pages 11-16 and sorted the words they found for homework according to the sound the ed makes (either a t or d sound). In group we sorted their words, according to the ending sound, again, to reinforce this skill. For homework they need to do a 5 finger retell of the story in their RRJ...they need to choose the 5 main events and write them in order, in the hand they traced.
We ended the day by viewing a Power Point about the different regions of Africa. Today we learned about the desert and Savannah regions.
During reading we went to Mr. Vogel's room to listen to a presentation, by the PTA, about the upcoming science fair. Information packets are coming home TODAY! If your child wants to participate, they need to return the form in the packet by next Friday. Please let me know if you have any questions.
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