## Monday, February 25, 2013

### Marvelous Monday

We began our day with a class meeting.  Our group share gave each student the chance to express what they would change about our class.  Some ideas were not surprising (no homework), others gave me things to think about (reading to the class or playing a quiet game after packing up and before dismissal).  Then we shared compliments.  I complimented the entire class because, Mrs. Delisi, the substitute they have had recently, expressed how much she enjoys this group!  Finally, we shared challenges.

After that we read the story, Grandpa's Corner Store, and identified how the author set up the situation in the story, as well as, how the characters and problem were introduced.

Next, I used a strategy called a slice of cake, where we read only a small piece of a couple of books to examine different ways authors begin their books.

After that, we reviewed the story map for the realistic fiction picture book and I modeled completing several sections.

While I meet with small groups the students will read a short text and accompanying BCR question.  They will identify key words in the question and sections of the text that could be used to answer the BCR.  We will go over this in reading groups.  Next, they will choose a topic for their realistic fiction picture book and begin planning it using a story map.  Finally, they will look over several realistic fiction picture books focusing on how authors begin their stories.

After our math warm up I introduced a new weekly activity...a Monday Math Minute.  Each Monday the students will participate in a timed basic facts practice.  Then, for HOMEWORK, they will take the mad minute home, and finish all problems they didn't do in class.  After that, an adult will check it and the students will CORRECT all problems until the entire worksheet is correct.  Finally, the adult will sign the mad minute and the student will put it in the return to school side of their home folder.  We will do this every Monday in an effort to memorize the basic facts.  The amount of time and the difficulty of the problems will change as we progress.

Following lunch and outdoor recess the children continued working independently , while I met with small groups.

Sharks:  We reviewed the key words in the questions and then facts in the text that could be used to support their response.  We reviewed the format of a good response (topic sentence, examples from text used to name and explain your response and then a concluding sentence).  Students then answered the BCR independently.

Cheetahs: We reviewed the key words in the questions and then facts in the text that could be used to support their response. We reviewed the format of a good response (topic sentence, examples from text used to name and explain your response and then a concluding sentence).

Yellow Jackets:  We discussed what the BCR questions was asking and the importance of naming and explaining the information, from the text, that they use to write their response.  We also reviewed the format of a well written answer.  Then we read and discussed pages 13-17 (the first half of chapter 3) of Journey.

We ended the day with students sharing what they had learned about the Aztec's culture...this was continued from Thursday!  Then we reviewed what we had learned by identifying important aspects of the Aztec culture (eating corn and corn based products, singing and dancing at ceremonies and to honor the Gods, jewelry made out of gold and turquoise and the importance of war).