## Monday, November 4, 2013

### Welcome to MP 2!!!

The students began their day in the media center with Mrs. Rose and Mrs. Dodson.  There they were introduced to the inquiry project for the second parking period.  For a detailed description visit the third grade web site and look under the inquiry project tab.

When the students returned to the classroom we continued our rotations from Thursday.  When working with me, the students practice identifying the knowns and unknowns within a word problem.  I emphasized that our word problems can only have one unknown, so the rest are knowns.  We also labelled parts and wholes to determine whether to multiply or divide.  Since pxp=w, if the unknown is a whole, division is your best bet.  The inverse is also true.  Since division is w divided by part = part, when the unknown is a part, you want to use division.  After writing an equation to match the word problem, the students used pictures and/or counters to solve for the unknown.

Note:  One group was stretched to solve a two step word problem with more than one possible answer!!

During guided practice the students worked collaboratively in groups. Each group was given word problems and they had to use the wording of the problem to determine whether they were grouping or sharing. Then they had to draw a picture and write an equation to solve each one.

At the technology rotation, students watched a Learn Zillion lesson relating division to the real world. Then they completed the guided practice lesson, with the video, in their math journal.

There is a word problem worksheet for homework.

Today's reading and writing block began with an introduction to poetry.  We identified and defined the idea of narrative poetry (sequential, has a beginning, middle and end, tells a story) and a stanza (lines of poetry that belong together...stanzas are separated by space).

While I met with reading groups the students worked on individual reading group assignments, they explored poetry books and identified examples of narrative poems and stanzas, and the practiced writing the letters l and b in cursive.

Sharks:  I collected their Oregon Trail books and we began a new book called The Chalkbox Kid.  First, I did a quick book introduction.  Then I read chapter 1 out loud to the group.  After group the students partnered up to reread chapter 1.  For HOMEWORK the students need to reread chapter 1, working on fluency.

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

Dolphins:  We practiced reading and writing last weeks focus words.  We also reread pages 2-10.  The children struggles with both.  For HOMEWORK the students need to read and write their focus words 3 times each in their RRJ.  Then they need to reread pages 2-10, working on fluency.

Cheetahs:  The students wrote about their biggest fear in their RRJ.  In group we shared their writing.  Then I introduced our next book, Different Dragons.  I explained that the main character, Ben, has a lot of fears, or dragons.  We are going to read about how he conquers his dragons.  For HOMEWORK the students need to read chapter 1 and list unknown words on a sticky note.

Pandas:  The students wrote about their favorite place in their RRJ.  I had planned to share these in reading group but we ran out of time.  Instead I gave a brief introduction to our new book, Winners Take All.  For HOMEWORK the students need to read chapter 1 and write unknown words and any questions they have on a sticky note.

We ended the day by defining the idea of an observable property (something you can see, feel, hear or smell).  Then we identified observable properties of  a material.  Finally, we shared ways we could change the observable properties and reason for it.