Thursday, November 14, 2013

Thriving Thursday

Since Thursdays are our flip-flops days, we began our day with math rotations.

I worked with a second group on the UCARE assessment task I discussed in yesterday's blog entry.  The guided practice rotation had students working collaboratively, using math discourse (which strategy should we use and why) to solve a word problem.  When they finished they used That's a Fact to work on memorizing basic facts.  The technology rotation had students revisiting the Cuisenaire web site and using rods to create multiplication and division equations.

For HOMEWORK there is a word problem worksheet with 2 problems. That is mandatory.  Students were also given the option to work on basic facts using That's a Fact (or is another option).  There will be a quiz tomorrow.

After math the students went to music.

When the students returned to the classroom we reviewed possessive nouns.  Then I introduced the independent work for today.  After rereading portions of their text, students watched the Educreations lesson I posted yesterday about writing a narrative poem.  Then the children carried out the science experiment from yesterday's lesson.  They attempted to use body heat or heat from the heater or from water to change an observable property of object such as crayons and clay.  Finally, the students practiced writing the letters r and s in cursive.

Sharks:  We reread chapter 3 and reviewed unknown words.  We also worked on identifying examples of cause and effect as we read.  After reading, we discussed actions of a character that caused events to happen.  For HOMEWORK the children need to read chapter 4 and list unknown words.

Following lunch and outdoor recess the students continued working independently.

Dolphins:  We reread the poem, "Fire Drill" and worked on new focus words (every, thing, leave, there, and straight).  For HOMEWORK the children need to reread the poem two times and write their focus words, 3 times each, in their RRJ.

Cheetahs:  The children reread chapter 4 independently.  Then we reviewed chapter 4 and began reading chapter 5 in group.  After group, the students partnered up to finish reading chapter 5.  For HOMEWORK the students need to reread chapter 5.

Pandas:  The students reread chapter 4.  In group we reviewed unknown words and retold the main events in the chapter.  Then we identified examples of cause and effect in the story.  Tonight, for HOMEWORK, the students need to read chapter 5 and, in their RRJ, explain whether or not it was a good idea for Claire to go to the meeting.

We ran out of time and did not get to Social Studies.  :-(

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