## Monday, October 28, 2013

### Marvelous Monday

The students began their day in the media center working on the multimedia presentation for the quarter 1 inquiry project.

When they returned to class, we started math rotations.  Students working with me used number lines and a multiplication table to discover that when a factor is 0 the product will be 0 and when a factor is 1 the product will be the other factor.  For example, 543x0=0 and 567 x 1= 567.

The guided practice rotation had students practicing this idea using a Clip and Cover partner game.

At the technology rotation, students watched a Learn Zillion lesson teaching how to use visualization to solve a division problem.  Then they followed the Learn Zillion guided practice link to apply what they learned in the lesson.

There is a multiplication facts 0 and 1 worksheet for homework.

At the beginning of the reading and writing block, I explained to the class that I had graded their inquiry paragraphs over the weekend (those that were finished and handed in).  They received 4 grades; one for opinion writing for the first paragraph, two for informational writing for the background paragraph and the taking action paragraph and one for language usage.  Additionally, I provided feedback for each paragraph.  Students were encouraged to review my feedback.  They were also told they could revise their writing and turn in new paragraphs to be regraded.

While I met with reading groups the students worked on individual reading group assignments, completed their inquiry paragraphs (if they haven't done so yet), worked on the multimedia presentation for the inquiry project and read Pompeii, the Lost City and completed a 3-2-1 summarizer.  They were quite busy!

Pandas:  We met first for a change!!  I explained their next assignment.  They will visit the Guinness Records site and find a world record that is linked to speed/time.  They will read about it and write about it in their RRJ.  Then they will prepare to present the information to the group...they get to pick how to do it.  Some of my suggestions included a poster, an informative paragraph, a skit or a Key Note presentation.  I'm really looking forward to seeing their results!  Stay tuned!!  For HOMEWORK the children need to read for 20 minutes.

Sharks:  First we practiced reading and writing this week's focus words:  heavy, very journey, enough and through.  Then we previewed their new book, The Oregon Trail and I gave a brief talk about it's history.  We also located Oregon on a map of the US and compared its location to that of Maryland.  We practiced turning the topics in the table of contents into questions using the 5 Ws.  Then we looked at the photograph on pages 4 and 5 and inferred how the pioneers moved west to Oregon.  Finally we whisper read pages 3-7.  For HOMEWORK the students need to reread pages 3-7 and write their focus words 3 times each in their RRJ.

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

Dolphins:  We practiced reading and writing our focus words for this week; heavy, already, family, enough and through.  Then I gave a book talk about their new story, The Family Tree and we discussed the concept of a family tree.  After that, the children whisper read pages 2-6 while I listened in.  For HOMEWORK the students need to reread pages 2-6 and write their focus words 3 times each in their RRJ.

Cheetahs:  The students received a new book called Forecasting the Weather.  Independently, the used the heading on pages 3 and 4 to write a W question about the text in the respective section.  We shared these questions at the beginning of group and then whisper read (as I listened in) to find the answers to our questions.  For HOMEWORK the children need to reread pages 3-5.

We ended the day by finishing our wheel coverings and then testing them to see which car travels the fastest.