Lunches:
Changes are listed below. We resume the regular menu next Wednesday, December 18.
Wednesday, December
11, 2013
**Chicken Patty on Bun with Tater Tots -or-
Hamburger on Bun with Tater Tots
**Chicken Patty on Bun with Tater Tots -or-
Hamburger on Bun with Tater Tots
Thursday,
December 12, 2013
**Cheese Crunchers with Marinara Sauce -or-
French Toast Sticks with Sausage Links
**Cheese Crunchers with Marinara Sauce -or-
French Toast Sticks with Sausage Links
Friday,
December 13, 2013
Personal Pizza, Cheese or Pepperoni -or-
**Chipotle Beef Bites with Rice and dinner roll
Personal Pizza, Cheese or Pepperoni -or-
**Chipotle Beef Bites with Rice and dinner roll
Monday,
December 16, 2013
**Stuffed Crust Pizza, cheese or Pepperoni -or-
Spicy chicken patty on bun
**Stuffed Crust Pizza, cheese or Pepperoni -or-
Spicy chicken patty on bun
Tuesday, December 17,
2013
**Cheese Crunchers with Marinara Sauce -or-
French Toast Sticks with Sausage Links
Book Fair:**Cheese Crunchers with Marinara Sauce -or-
French Toast Sticks with Sausage Links
Our class will preview it today. The Book Fair has been extended through Tuesday of next week, December 17.
Holiday Shop:
Rescheduled for Tuesday, December 17 from 5:30-7:30 and during lunch/recess on Wednesday, December 18.
On to today!
We began our day with our weekly class meeting. Our group share gave students a chance to talk about one thing they did over our extended 4 day weekend. After that I shared some changes, which are outlines above, to our upcoming schedule.
Then we went to preview the Book Fair. A note: there is a change this year. DO NOT add in sales tax. It has already been accounted for in the price of the books and other products.
When we returned to class, we began our math rotations. Students practiced identifying the area of rectilinear figures during today's focus lesson. In short, students had to break the figures into rectangles, use the A=LxW formula to calculate the area of individuals rectangles and then add the areas together.
During guided practice, students worked together to solve a POW while using math discourse. Questions posed included: What information do we have? What information is not stated in the problem? What tools can we use to visualize and represent the problem? How do we know our answer is correct?
Finally, during the technology rotation, students watch a Learn Zillion lesson about using the distributive property to solve for unknown facts. When they were finished, they complete the guided practice lesson in their math journal.
For HOMEWORK there is a worksheet that practices the skills from today's lesson.
We began our reading and writing block by reviewing the second paragraph of the inquiry project (the past) and quickly identifying the text features involved in the article about the Everglades.
While I meet with small groups, all students will read the first three paragraphs of an article about the Everglades, using the ipad (since it can read for the student, thus allowing ALL students equal access). Students will use information from the text features and those three paragraphs to identify how the land has changed and how that has effected plant, animal and human life, in their RRJ.
Some reading groups will also read chapter 14 of their novel and write about the main event in the chapter and events leading up to it.
After that, students will work on their rough drafts for the first and second paragraphs of the inquiry project.
Sharks: We reviewed using text features and repeated words and phrases to identify the main idea of text. Then we listed facts we had learned from reading pages 4 and 5 of the article "Into the Wild". Next, we read and discussed pages 6 and 7. Finally, we began discussing the common thread linking what we have read so far--which is Joe Sartore's photography of endangered species. For HOMEWORK the students need to reread pages 4-7.
Dolphins: We read and wrote high frequency focus words (another, place, piece and large). Then we reviewed the words on pages 2 and 3. Next we identified text features on pages6 and 7. After that, we read and discussed those pages. They did well!! For HOMEWORK the students need to write their focus words 3 times each in their RRJ and read pages 6-9!
Following lunch and indoor recess the students continued working independently.
Before meeting with reading groups, I met with a group of students who were finished with the introductory paragraph of their inquiry project. Each had a chance to read theirs out loud while I provided both oral and written feedback.
Then I met with more reading groups.
Cheetahs: We began by sharing the answers to the questions about the Everglades article. It quickly became apparent that the children did not fully understand it. So we discussed the need to go back and reread or re listen. For HOMEWORK tonight, the children need to reread the first three paragraphs and improve their answers to the following questions:
Based on the title, what is the article about?
How has the land changed?
What are the effects on human, plant and animal life?
We also discussed chapter 14. The students read it independently and, in their RRJ, identified the main event and the actions leading to it.
Pandas: We began by sharing the answers to the questions about the Everglades article. It quickly became apparent that the children did not fully understand it. So we discussed the need to go back and reread or re listen. For HOMEWORK tonight, the children need to reread the first three paragraphs and improve their answers to the following questions:
Based on the title, what is the article about?
How has the land changed?
What are the effects on human, plant and animal life?
We also discussed chapter 14. The students read it independently and, in their RRJ, identified the main event and the actions leading to it.
Unfortunately, we ran out of time and did not get to science. :-(
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