## Monday, April 7, 2014

### Marvelous Monday

The students began their day by visiting the media center for a quick book exchange.  Then Mrs. Rose took them to the computer lab to continue researching their inquiry project issue.  Today they were expected to identify more arguments in favor of and against their topic.

When they returned to class we began our math rotations.

This week we will continue identifying knowns and unknowns in word problems, writing equations, with a variable, to represent the problems, and solving those equations to answer the questions.  We will also work on memorizing our basic multiplication facts.  All students need work on this skill.

During the small group lesson students practice using the cubes method, drawing a known and unknown chart and writing equations with an appropriate variable to solve a two step word problem.  Guided practice gave students the chance to be a teacher and quiz partners ,using flash cards, on their basic multiplication facts.  Finally, the students practiced solving word problems using the Internet site, Grand Slam Math.

For HOMEWORK the students have to complete the backside of the worksheet we completed in  group today.

At the beginning of the reading and writing block, we reviewed the characteristics of a myth.  Then I spent time explicitly reviewing independent work assignments.  There were no independent reading group assignments.  All students needed to continue researching their inquiry issue.  Students were told they needed AT LEAST 4 arguments FOR and 4 arguments AGAINST their issue.  Next on the list was a science task.  Students are to watch a Discovery Education video about natural resources.  While viewing, they will complete a capture sheet by listing examples of natural resources and identifying each as inexhaustible, renewable or non-renewable.  We briefly went over these terms but they are covered in the video, as well.  Finally,  students will read or watch a myth using the Internet site Myths and Legends and identify various characteristics of myths using a capture sheet.  I was careful to explain that students will receive additional work throughout the week but these task MUST be completed before Friday.

While students worked on the assignments explained above, I met with small groups.

Sharks:  We reviewed the beginning, middle and end chart from Friday and used it to determine the theme of the story, A Fair Swap.  After that, we revisited the idea that when a c is followed by an e or an i it usually makes the s sound.  Then I taught them that is a g is followed by an e it generally makes the j sound.  I put the word edge on the board and the students were all able to successfully sound it out!  Finally, I began giving a book talk for our next story, The Three Brothers, but time got the best of us.  The children will get the book tomorrow.

Following lunch and indoor recess the children continued working independently while I met with more groups.

Dolphins:  We retold the story, in group, and then reviewed the concepts of theme and main idea.  Next we discussed the theme of The Greedy Goat.  Finally, the students wrote about the theme, in their RRJ, and provided support from the text to explain their idea.

Cheetahs:  We got a new book today...John Henry:  An American Legend.  After a brief book introduction, we began reading the story together.  For HOMEWORK the students need to reread up to the sticky note.

We ended the day with students working collaboratively to research the habitat of a living creature.  Then the group created an illustration, being sure to include the items which provide the basic needs (food, water and shelter) for the organism.