Tuesday, February 11, 2014

Terrific Tuesday

Isn't it nice to start the day with the sun shining??

The children's day began with art.  Mrs. Gribbon-Lindemon completed a project with them, but then shared her experiences as a published author and illustrator.  This was to give more background information in preparation for the third quarter inquiry project, writing a realistic fiction picture book.

After art, we began our math rotations.  The teacher lesson focused on identifying and counting fractions of sixths on a number line.  During guided practice the children modeled and placed, on a number line, thirds by rolling a die and using that number as the numerator.  Finally, they practiced measuring to the nearest half and quarter inch using the Internet site, Ruler Game.

For HOMEWORK the children have a worksheet labeling fractions on a number line.

During the reading and writing block the children worked on independent reading group assignments and completing the first two paragraphs of the character analysis.  After that, they prepared for the upcoming inquiry project by listening to author interviews and perusing various realistic fiction picture books, using a capture sheet to help them focus on different characteristics.  They also read about light and heat energy...and, if there was time, worked on their personal academic goal.

Cheetahs:  The students met with Mrs. J and reread chapter 7.  Then they discussed how Jemmy, Meg and Amanda were like the Night People who were introduced in this chapter.

Sharks:  The group met with Mrs. J, reread chapter 5 and reviewed their lists of unknown words.  Then they discussed how Anna and Grandpa's relationship is changing.

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

Writing Goals:  We met and each child received a writing journal.  They will write paragraphs that have 4 sentences (topic sentence, 2 sentences elaborating on the topic and a conclusion).  There is a checklist in the front to help them.  Additionally, there is a topic list on the first page.  Using this list is optional--it's there in case they can't think of anything to write about.  They should hand in the journal after each paragraph.  I will then provide feedback to help them improve their writing.

Dolphins:  We reviewed words that have silent consonants and added three examples (write, know and lamb) to their word card bags.  Then I did a book introduction for the new book, From Milk to Ice Cream.  The book talk focused on breaking down multi syllabic words in order to decode them.  After that they whisper read pages 2-5.  For HOMEWORK they need to reread pages 2-5.

Pandas:  The students read chapter 7 and were supposed to come to group prepared to discuss why Peter thought Uncle Victor was smart...I even told them to pay special attention to page 43.  Some students did this....others, not so much!  After a "talk" about rereading the text if they couldn't respond to the discussion question, we identified why Peter thought his uncle was smart.  For HOMEWORK the students need to reread chapter 7.

We ended the day by using non-living materials (erasers, chop sticks, etc.) to explore how friction produces heat.

WRITING HOMEWORK:  ALL students are supposed to read the first 2 paragraphs of their character analysis to an adult.  They should read it out loud so they can listen to their writing and make necessary changes.

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