Thursday is our flip-flop day. So, we began the day with our math rotations.
Groups who met with me created a set of fraction strips, using construction paper, and used them to identify equivalent fractions. During guided practice the students continued playing fractions race. They rolled dice to create a proper fraction and then wrote equivalent fractions by multiplying the numerator and the denominator by the same number. Finally, at the technology rotation, the students identified equivalent fractions visiting the Internet site Equivalent Fractions Matching Game.
For homework they need to play the Equivalent Fractions Matching Game, again. There will be a quiz tomorrow.
After math, the children went to music.
When they returned we began our reading and writing block. All reading groups were expected to watch a Learn Zillion lesson about temporal words. Then they were assigned a section in their text to read and see if they could identify any temporal words. Other independent assignments included completed the character analysis and the story map for their realistic fiction picture book. They also read a biography about Thomas Edison and answered some follow up comprehension questions. IF they completed all assignments they worked on their personal academic goal.
Sharks: We met and reviewed the concept of a temporal word. Then we revisited chapter one in Lily and Miss Liberty and identified temporal words. For HOMEWORK the children need to read pages 4-8.
Following lunch and indoor recess the students continued working independently while I met with more groups.
Dolphins: We watched the temporal words lesson and identified temporal words as transition words, connecting ideas, that indicate where and when. Then we reread Frog Songs and located temporal words. After that I talked to the group about a few things...first, that rereading the same book for days at a time is important because it builds fluency. Second, after informally testing their reading yesterday I recognized that this group needs to work on reading through the entire word and reading contractions. We will do this! For HOMEWORK the children need to reread Frog Songs and practice their word bag cards.
Cheetahs: The students had watched a Learn Zillion lesson about temporal words. Then they read chapter 14 and looked for temporal words in the text. In group we reviewed the concept of temporal words and then reread the chapter to identify the central message AND examples of temporal words. For HOMEWORK the children should read chapter 15 and look for temporal words.
Pandas: The students had watched a Learn Zillion lesson about temporal words. Then they read chapter 15 and looked for temporal words in the text. In group we reviewed the concept of temporal words and the students retold the chapter , as well as, shared temporal words they found during their reading. For HOMEWORK the children should read chapter 16.
We ended the day trying to catch up in social studies. First we read a book about ancient Mexico. Then we began viewing a Power Point presentation about the Ancient Aztecs.
Reminder...tomorrow is an early dismissal day. Also, students are encouraged to wear red, tomorrow, in honor of Read Across America day!
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