## Tuesday, March 11, 2014

### Terrific Tuesday

This morning the children began their day in art.

When we returned to the classroom we jumped right into math rotations.

The teacher rotation focused on comparing fractions with the same denominator.  During the guided practice rotation, the children used the fractions strips we made last week to identify equivalent fractions and record them in their math journal.  During this activity, they worked with partners to discuss how they know their answer is correct.  Finally, at the technology rotation, the children used the site, Equivalent Fraction Pies, to identify equivalent fractions.

For HOMEWORK the students have a worksheet, comparing fractions with the same denominator, to complete.

During the reading and writing block the students completed independent reading group work and then continued with their assignments from yesterday (finishing the creating a character and setting planning sheet and watching the literary non-fiction story, Kate Shelley and the Midnight Express).

Prior to meeting with reading groups, I began conferencing with individual students about their realistic fiction picture books.  My goal is to meet with each student and discuss their main character, problem and solution.  Together we will iron out any confusing or challenging parts!

Then I moved on to reading groups...
Sharks:  The students reread chapter 2, independently.  In group we reviewed Lily's actions in chapter 2 and the title of the chapter.  Then I read pages 16-19 out loud, with the children following along, pointing out my phrasing and words that may cause some decoding frustrations.  For HOMEWORK the children need to reread pages 16-19.

Following lunch and outdoor recess the students continued working independently while I met with more reading groups.

Dolphins:  The students reread Good Friends and I met with each one to listen to them read their word bag cards.  After that we revisited the idea of contractions.  I reminded them that they are two small words put together to make one larger word with an apostrophe taking the place of some missing letters.  Then the students located contractions in their guided reading books and we created a chart in their RRJ breaking down each contraction into the two words from which it is built.  For HOMEWORK the students need to reread their book and practice reading their word bag cards.

Cheetahs:  Independently the students read chapters 18 and 19 and wrote about 2 disappointments the children faced in this section.  IN group we discussed the disappointments and shared our thoughts as to who had the lion's head door knocker.  For HOMEWORK the students need to read chapter 20 and list unknown words.

Pandas:  Independently the students read chapter 18.  In their RRJ, each student completed a vocabulary entry for the word "curfew" and wrote about the newest challenge facing the children.  IN group we attempted to discuss the challenge but only one student had identified it accurately.  So...for HOMEWORK the students need to reread chapter 18 and revise or redo their RRJ entry.

We finished the day out with science.  The students worked in small groups to determine which type of packaging material (styrofoam, paper or plastic) keep water warmer over an extended period of time.