## Wednesday, November 20, 2013

### Wonderful Wednesday

We began our day with our weekly class meeting.  First we shared our Thanksgiving plans.  Then we exchanged than yous and compliments.  After that we discussed two challenges.  First, we talked about ways we could use Edmodo to enrich our learning.  This was in response to a student request.  Then we talked about the importance of understanding how we think, which is one of our TASS (thinking and academic success skills) skills for the marking period.

After our class meeting it was time for math rotations.

As part of the evaluation process to determine appropriate placement for the compacted math class next year, I had to give some students another UCARE assessment.  The rest of the students rotated between guided practice and technology rotations.

For guided practice the students played a toss and talk multiplication game.  During the game they were to discuss, with their partners, how they visualized the solution of the problem and how they knew their answer was correct.

At the technology rotation the students visited the web site Ken Ken.  This provides practice in basic facts memorization and logic.  LOVE this site!!

For HOMEWORK the students have an assignment posted on Edmodo.  They will watch a Learn Zillion lesson and explain (via Edmodo) how what they learned will help them solve for unknowns in multiplication and division equations.

We began our reading and writing block we examined a Native American play called The Hidden One and identified text features that identified the setting and characters.  We also identified how to know who is speaking.  Finally, we determined how stage directions were given and their intended use.  We even practiced delivering lines using stage directions!

After that I displayed the new and improved graphic organizer for the inquiry project.

While I met with groups the students worked on reading group assignments and explored options for the inquiry project, chose a topic and began gathering information to complete the graphic organizer.

Sharks:  We discussed chapter 6 by focusing on Gregory's motivation to create and feelings about his garden.  Then we began reading chapter 7.  For HOMEWORK the children need to read chapter 7 and complete 1 reading log activity.  They also need to write their contractions 3 times each in their RRJ.

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

Dolphins:  We practiced reading and writing their focus words.  Then we retold the book up to page 11.  Finally, we read pages 12-16.  We also identified the event that Mr. Elm's action (making the syrup) led to.  For HOMEWORK the students need to reread pages 12-16 and complete 1 activity from their reading log.  They also need to write their focus words 3 times each in their RRJ.

Cheetahs:  The students read chapter 8 and marked, with a sticky note, the main event in the chapter.  In group we discussed the main event and determined the action that led to it.  Great discussion!  For HOMEWORK the students need to reread chapter 8 and do 1 activity in their reading log.

Pandas:  The students read chapter 8 and marked, with a sticky note, the main event in the chapter. In group we discussed the main event in the chapter.  Students used text from the chapter to prove me wrong!!!  Yippee!  For HOMEWORK the students need to reread chapter 8 and do 1 activity in their reading log.

We ended the day by viewing a slide show depicting how trees, sand and shale are turned into lumber and bricks to make homes.