## Thursday, November 21, 2013

### Thriving Thursday

Today, being our flip-flop day, we began with math rotations.

Students practiced using multiplication to solve division equations when they were with me.  During guided practiced, they played a different version of Talk and Toss, focusing on discussing with their partner how they used visualization to solve the problem AND explaining/proving their answer was right.  Finally, at the tech rotation, the children practiced basic facts using That's a Fact or Ken Ken.

We will have a quiz tomorrow.  There is an assignment on Edmodo for HOMEWORK tonight, too.

After going to music, we reviewed the difference between tattling and telling and I pointed out that there is such a think as being emotionally hurt.  If a student is emotionally hurt and tells an adult that is telling NOT tattling.

Next, I introduced the checklist (which is also a grading sheet) for the narrative poem.  I explained to students that they are to work collaboratively to revise and edit their poem, using the checklist.  Then they need to write or type (their choice) a final draft to be turned in for a grade.

Then we briefly revisited choosing a topic and gathering information for the technology tool inquiry project.

While I met with small groups the students completed reading group assignments, revised and edited their narrative poems, wrote or typed their final draft and continued gathering information about their technology tool.

Dolphins:  I met with this group first, today!  First, we worked together to revise and edit their narrative poems.  Then we practiced reading and writing their focus words.  After that we identified the main event in their book.  For HOMEWORK they need to reread their entire book and complete 1 more activity on their reading log.

Sharks:  We reread chapter 7 and identified the main event in the chapter.  For HOMEWORK the children need to read chapter 8 and do 1 activity from the reading log.

Following lunch and outdoor recess the students continued their independent work while I met with more groups.

Pandas:  The students read chapter 9 and marked the most important part of the chapter.  Then they identified the action leading to the event.  In group we shared what they marked and the action they identified.  Most were way off the mark.  So, we spent time discussing the importance of the main event/idea being linked to the central story line.  In this case it had to relate to baseball or the big lie.  Finally, we discussed and identified the main event and action leading to it.  For HOMEWORK the students need to reread chapter 9 and complete 1 activity from the reading log.

Cheetahs:  The students read chapter 9 and marked the most important part of the chapter. Then they identified the action leading to the event. In group we shared what they marked and the action they identified.  They also found evidence in the text to support their thinking.  For HOMEWORK the students need to reread chapter 9 and complete 1 activity from the reading log.

We ended the day by reviewing the concepts of natural and human-made physical features.  Then we began treading the book, The House on Maple Street, to identify examples of these features and notice trends.

I will be out of the building tomorrow.  I WILL be at Family Fitness night, though.

We have our field trip on Monday.  Students CAN order lunch, if they wish.  We will be back at school in time for lunch.