Tuesday, September 24, 2013

Terrific Tuesday

The students began their day in art.

When they returned to class we began our math rotations.  Students working with me, practiced identifying what needed to be decomposed in order to find the difference between two numbers.  The technology rotation had students strengthening their basic addition facts using Addition Concentration.  The third rotation created three digit numbers using their digit tiles.  Then they found the difference using the decomposition strategy.

For HOMEWORK there is a decomposition worksheet.  Students who need help should review the Educreations lesson.

In reading we reviewed the characteristics of realistic fiction.  Then we read a book called Tonight is Carnaval.  As we read I wrote key details on sticky notes.  After reading we reflected on the book and the key details I identified to determine the central message of the story.  Next, I modeled how to respond to an RRJ prompt identifying the central message and three key details to support my thinking.  We will be working on this further in small groups.

While I meet with small groups the students will continue publishing their common good personal narrative, complete their page in our class inferential book and work on reading group assignments.

Sharks:  I read pages 2-6 out loud and we identified key details in the text.  Then the students read the rest of the book as we continued identifying key details.  For HOMEWORK the students need to reread pages 8-16 for fluency!!

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

Dolphins:  We practiced reading and writing high frequency words.  Then the students reread the story and thought about who was telling the story and how they felt about Molly.  We discussed both items in group.  Then the children wrote about it in their RRJ, independently.  For HOMEWORK the students need to reread Molly's Hard Bargain (fluency).

Cheetahs:  The students read chapter 6 and identified the main idea of the chapter, with support, in their RRJ.   When they came to group we discussed the main idea and the key details that supported it.  I explained that the main idea weaves it's way through the text to hold the key details together.  For HOMEWORK the children need to read chapter 7 and list nay unknown words on the sticky note I provided.  Unknown words are words they can't decode OR words they can decode but the don't comprehend.

Pandas:  The children reread chapter 6 and identified the main idea or central message of the chapter, along with the key details to support it.  In group we reviewed their lists of unknown words from homework and the main idea of the chapter.  For HOMEWORK the children need to reread chapter 7 and list unknown words and page numbers on a sticky note I provided.

At the end of the day students worked collaboratively to identify what they know about gravity.  Then they listed testable questions they would like to investigate regarding gravity's ffects on the motion of an object.

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