The students began their day in art. When I picked them up, I got to see the wonderful winter scenes they created. In a word---AMAZING!!!!!!!!!!!!
When they got back to class they jumped right into math rotations. I was in a meeting, in the building, so the teacher rotation was led by Mrs. May. When working with her, the children used musical notes to identify equivalent fractions. During guided practiced they played Fraction Contraption, from yesterday, to identify equivalent fractions. Finally, during the technology portion, they watched a Learn Zillion lesson about identifying equivalent fractions using a number line.
For HOMEWORK the students have a fraction chart worksheet.
While I met with small groups during our reading and writing block, the children worked on independent reading group assignments, publishing their character analysis and planning the picture book for the third quarter inquiry project. They also read a biography about Thomas Edison and answered some comprehension questions.
Sharks: We met and completed the BCR we began, in group, yesterday. The students reread what they had written to explain Anna and Grandpa's relationship at the beginning of the book. Then they explained how and why that relationship changed, first orally and then in writing. For HOMEWORK they need to read for 15 minutes--free choice. I have collected their reading group books. We will begin a new one tomorrow.
Cheetahs: We shared their t-charts from homework last night and discussed how to be more specific by including details from the text. Then we read and discussed chapter 12. Our discussion focused on the overall mood in this chapter and Anna's feelings regarding the disappearance of Dr. Crider. For HOMEWORK the students need to read chapter 13.
Following lunch and indoor recess the children continued working independently while I met with more groups.
Dolphins: The students whisper read Frog Songs and marked the problem and solution with sticky notes. We reviewed the problem and solution and identified what Froggy did to solve the problem. Then we defined a suffix as a word ending and found words, in their book with -ing and -ed endings. We created a t-chart in their RRJ. For HOMEWORK the students need to reread Frog Songs and add words with -ing and -ed suffixes to the chart in their RRJ.
Pandas: The students reread chapter 13 and, in their RRJ, identified Peter's point of view regarding the rain and explained whether or not they agreed with it and why. In group, we discussed the point of view as being a feeling. Then we reviewed the expectations for answering a BCR, in general, and specific to today's assignment. I felt like the children actually increased their understanding of what they should have included in their responses. For HOMEWORK the students need to read chapter 14.
We ended the day by comparing New York City present day to that of the past. Then we watched a video clip about Thomas Edison's inventions and how he helped usher in the age of electricity.
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