Wednesday, April 17, 2013

Hump Day

After the students returned from the media center, we jumped right into the Edmodo assignment that was given on Monday and due on Friday.  This activity encompasses science, reading informational text and writing.  So far, 8 students have completed the task and none did it correctly.  So, I reviewed the expectations and then modeled a complete response using a similar article about turning cotton into a usable resource that people want.

After that, I showed the children a new Edmodo assignment, that is classwork, where the students will watch a video of an Indian folktale and post a reply to Edmodo explaining the moral/theme/central message.  I am hoping this will encourage a "discussion" amongst the students about literature.

Finally, the students had the chance to tell me what type of assignments they enjoy working on the most.  Lately, getting the class to put forth their best effort into assignments has been quite a chore.  I thought that if the children could share what type of work motivates them, I could incorporate this into my plans and, hopefully, it will translate into better output on their part.  (fingers crossed)

Oh, by the way, the majority of the students shared that they prefer doing written assignments on the iPads.  Also, the prefer practicing math skills using games, either on paper or using technology.  Additionally, working in small groups is a favorite, as is, publishing books.

While I meet with small groups the students will work on reading group assignments, finishing their informational issue paragraphs, the natural resources Edmodo activity, any unfinished work and watching the Indian folktale, The Tiger Child, and discussing the message on Edmodo.

Sharks:  We reviewed vocabulary in chapter 8, using context clues.  Then we began reading chapter 8.  The students will finish reading chapter 8 independently and explain the main idea of the chapter in their RRJ.  For homework, students are expected to reread chapter 8.

In math we reviewed 2 step word problems and summing products.  Then we attempted to play an online game to strengthen our fluency of the basic math facts...unfortunately, it failed.  For homework there is a summing products worksheet.

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

Cheetahs:  The children read pages 78-85, listed unknown words and identified the problems facing Yang and Matthew.  In group we reviewed their unknown words and discussed the fact that Yang and Matthew leas opposite lives; Yang wants to play baseball but is expected to focus on music, the revers is true for Matthew.  For homework the children need to reread pages 78-85.

Yellow Jackets:  The students read chapter 7, listed unknown words and explained the family rule.  In group, after sharing their unknown words, we discussed the family rule (if you name a pet, you keep it) and the last sentence in the chapter, "the camera knows", as it relates to Grandma and the cat.  For homework the children need to reread chapter 7.

Snakes:  The children read pages 6-9 and listed unknown words.  In group we reviewed strategies to decode the words they listed as unknown.  We also practiced reading and writing high frequency words and reread pages 6-9.  For homework they need to write the high frequency words (special, maybe, fetch, instead, spread and sighed, three times each in their RRJ and reread pages 6-9, working on fluency.

We had learned how fossils are turned into petroleum and gas and used as fuel earlier in the day.  That served as our science lesson!  :-)

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