## Tuesday, May 21, 2013

### Terrific, but soggy, Tuesday

The students began their day in PE.  Field Day is next Tuesday.  I know Mr. Lee is still in need of parent volunteers!  Please let us know if you can help!!

When they returned to class, the students activated the background knowledge they gained about EB Lewis during yesterday's lesson by completing a chart independently.  Then we shared their ideas and created a class chart noting how EB Lewis was prior to being inspired by his uncle, what his uncle did to inspire him and how his uncle's actions changed his life.

Then students thought about a person or event that has inspired them to face a challenge or overcome an obstacle.

While I met with small groups the students completed a chart identifying how their life was prior to being inspired by a person or event, who the person was or what the event was that inspired them, and how the person or event changed their lives.  They also worked on their newsletter and folktale projects.

Sharks:  We met and reviewed their word lists.  Then students had a chance to share their opinion as to whether the horse intentionally save Anthony's life and sharing/explaining the text support that helped them form their opinion.  After that, we reviewed the concept of cause and effect.  Tonight they need to reread Horse Heron and identify two examples of cause (c) and effect (e) in the story.

In math we used our knowledge of rectangles (opposite sides are congruent) to identify the length of unknown sides in a larger figure that has been broken into smaller, rectangular sections.   There is a worksheet for homework that practices calculating the perimeter of rectangles.

Following lunch and outdoor recess the students will continue their independent work while I meet with more reading groups.

Cheetahs:  We met and I modeled identifying questions I was wondering about, as we read the first half of the Billy Mills book, and then any answers I found in the text.  We discussed that good readers naturally find themselves asking questions and identifying the answers as they read.  This keeps them focused on the text and increases comprehension.  For homework the students need to finish the book (pages 10-16) and identify questions they have and answers they find, on sticky notes.

Yellow Jackets:  We reviewed the information they gathered about Vietnam and the vocabulary words refugee and monsoon.  For homework tonight the students need to read pages 1-9 in the book, Onion Tears.

Snakes:  We started by reading over their word list and identifying the two sounds that the consonants in each word makes.  Unfortunately, this group was cut short!  :-(  For homework, the students need to reread both (the current and the one from their last book) word lists, 3 times each.

We ended the day by watching our school's chorus perform their end of the year concert!  What a treat!!