Tuesday, April 1, 2014

Terrific Tuesday

This morning the students began their day in art.

When they returned to class we began our math rotations.

The teacher led group watched an animation video using bar models as a strategy to solve word problems.  Then we worked together to solve a 2 step word problem using a bar model to help us.

During guided practice students solved one step word problems.  At the technology rotation the children watched a Learn Zillion lesson about solving two step word problems using a model.

There is a two step word problem worksheet for HOMEWORK.  There is an Educreation lesson, about the bar model strategy, using one of tonight's homework problems, uploaded to the third grade web site.

We began the reading and writing block by reviewing yesterdays assignments.  First, I  explained more clearly, that the purpose for asking questions before reading Jack and the Giant Barbeque was to help us identify the characteristics of traditional tales in the folktale.  Then I modeled using the characteristic chart to write the "before" questions.  Then, I reviewed the first two steps of the issues inquiry project; choosing an issue and identifying background knowledge.

While I met with small groups, the students completed independent reading group assignments, chose an issue and listed background knowledge, and wrote "before" reading questions and watched the folk tale, Jack and the Giant Barbeque.

Dolphins:  I met with the students first to explain that we will be focusing a lot on fluency.  We defined fluency as smooth reading that sounds similar to the way we speak.  Then we identified punctuation marks as a sign to take a brief pause.  Next, we turned to page 2 in Elephant and Tiger and located punctuation marks in the text.  Finally, I modeled reading the page fluently.  The students then went back and read the page 5 times, working on fluency.

Sharks:  First we made sure that each student had a traditional tale characteristic chart in the reading section of their binder.  After that we reviewed the sound made by the vowel combination, -ea, in most words.  We also did a quick word building activity with -ea.  Next we wrote "before" questions, using the traditional tales characteristic chart, to help focus us as we begin our next book, A Fair Swap.  Then we read up to page 8 in the book.  For HOMEWORK the students need to reread pages 2-8 in A Fair Swap.

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

Dolphins:  I met with this group again.  This time we began a new book.  First, though, we practiced identifying parts in words that we recognize, in order to decode new, longer words from the new book.  After that, I did a book talk and we found words, in the text, that I used in my summary.  Finally, the students whisper read pages 2-12 and we added two new words to their word bags.  For HOMEWORK the children need to reread pages 3-12 and practice reading their word bag cards.  We are looking to achieve automaticity with the word bag cards.

Cheetahs:  Independently the students completed a vocabulary entry, in their RRJ, for the word clever.  In group we reviewed open and closed questions.  An open question encourages more detail.  Closed questions typically have one word answers such as yes or no.  An example of a closed question might be, "How old are you?" The response is going to be one word...your current age.  After writing a question together as a group, the children each attempted to write an open question using the traditional tales characteristic chart.  For HOMEWORK the students need to add 2 open, before questions (using the traditional tales characteristics chart) to the chart in their RRJ.

Pandas:  The students watched a video clip about the Hopi Indians and wrote three new facts they learned in their RRJ.  In group we shared these facts and identified characteristics of the Hopi tribe.  For homework the students need to write 3 "before" reading questions using the traditional tales chart in the reading section of their binder.

We ended the day by defining the idea of a habitat and reading about 5 different ones; the ocean, the rain forest, the forest, the wetlands and the desert.  Then we described our schoolyard habitat.

Before packing up I shared some exciting news with the children.  This will be my last year at DES.  I will be joining Mr. McGee, at the new school, Wims ES, next school year.  I told the children that we can keep in touch through Edmodo and email and be life long friends!!

I've been at DES for 13 years...it's been AWESOME but I am ready to begin a new journey.  Trust me, it was a very difficult decision to make.  This is a great community!!

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