Wow! It's hard to believe that Winter Break is over!!! The students came in looking quite tired this morning...but it didn't take long for them to settle in.
After visiting the media center, the children returned to class and we reviewed cause and effect...I reminded the children that the cause is what happens first and the effect is the result. I demonstrated this using Dominoes...the cause was I pushed a Domino and the effect was all of the Dominoes feel over.
Next, we read a non-fiction book called Ice Cream: The Full Scoop and identified examples of cause and effect from the text.
Then we defined the word wallop (to hit hard) and practiced using it correctly in a sentence.
While I met with small groups the students completed individual reading group assignments, created a cartoon for the word wallop and practiced writing the letters n, m and v in cursive.
Cheetahs - This group is beginning a program called Starting off Strong. It introduces the children to great literature and the thinking skills used in the Junior Great Books program. Both programs rely heavily on answering interpretive questions and discussing your answers, in a group, during shared inquiry sessions. Today, after explaining the program briefly, I read the story The Rich Man and the Shoemaker to the group. For homework they need to reread this story.
In math we spent the day reviewing multiplication and division strategies using online games (Multiplication Jigsaw and Crossing the Swamp) and a clip and cover paper game. While students worked independently, Mrs. Head and I worked with small groups. Mrs. Head's group practiced rounding 3 digit numbers to the nearest 100 and 10. My group practiced solving subtraction problems that involved regrouping. There is a multiplication practice worksheet for homework. We WILL have a quiz on FRIDAY!
Following lunch and outdoor recess the students continued working independently while I met with more groups.
Yellow Jackets: Independently they read a poem called, "The Cat of Cats" and then described, in writing, the cat in the poem. In group, we reread the poem and we discussed their responses. Then I explained a little bit about the Junior Great Books program. Finally, I read our first story, The Mater Cat, aloud to the group. For homework they need to reread this story.
Sharks: The children received a new book called Bartholomew's Comet. Independently they read chapter 1 and explained why it is called the unlucky comet, in their RRJ. IN group we defined what a comet is and discussed why Bartholomew's Comet is unlucky. For homework they need to reread chapter 1 and, in their RRJ, explain how their breakfasts are similar or different than the one in the book.
Snakes: Independently they reread pages 2-10. In group we discussed common suffixes and then read pages 11-16. For homework they need to reread pages 11-16 and list words with the -ed ending in their RRJ.
We ended the day by viewing a PowerPoint about cities and towns in Africa. We noticed the cities are more modern and resemble cities in the United States. The towns, however, are not.
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