## Monday, May 5, 2014

### Marvelous Monday

This morning the students began their day in the media center with Mrs. Rose and Mrs. Dodson.  They continued to explore Kids Blog.

When they returned to class we jumped into our math rotations.

During the teacher led small group instruction we worked on calculating elapsed time, using various strategies, including an elapsed time ruler (yes, they make one).

During guided practice students used flash cards to read and identify a starting time.  Then they used a spinner to determine an amount of hours.  Finally, using the number on the spinner as the elapsed time in hours, the students identified an ending time.

The students practiced identifying elapsed time by visiting Mathman during the te4chnology rotation.

For HOMEWORK there is an elapsed time problem on Edmodo.

At the beginning of the reading and writing block we reviewed the meaning of the word genre (kind, category) and recalled some of the literary genres we have worked with this year.  Then I introduced the idea of literary non-fiction (true facts but told as a story) and told the students we would be reading biographies and autobiographies.  Next we used a digital resource to define the prefix auto- and determined that an autobiography is a self written biography.  Finally, we began reading and discussing the autobiography, Tuning Up, written by Eric Kimmel.

Before meeting with reading groups I reviewed this weeks tasks.  Students will draft the fourth, and final, paragraph for the issue inquiry project.  They will begin by watching a lesson via Educreations.  After drafting they will read their paragraph to a friend, or record it using the iPad, and make necessary revisions.

Another task for students will be to visit and explore Eric Kimmel's web site.  They will complete a 3-2-1 summarizer n their RRJ listing 3 facts they learned, 2 ideas they discovered about writing and 1 question they want to ask Mr. Kimmel.

The final task, for the week, is to view a Discovery Education video clip about production.  Then the children will write about the production of pizza focusing on identifying the natural, human and capital resources needed and how they are used.

Sharks: We reviewed the genre of biographies.  Then we shared any background knowledge the children had about Amelia Earhart.  After that, I read the synopsis on the back of the student's new book, Amelia Earhart:  Pioneer of the Sky.  Finally, we read and discussed chpater1.  For HOMEWORK the children need to reread chapter 1 and write a question they'd like to ask Amelia Earhart on the sticky note provided.

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

Dolphins:  I collected their old books.  Then we practiced reading words with the -aw and -ought patterns.  Next, I distributed our next book, A Surprise for the Big Bad Wolf, and did a book introduction.  Finally, the students whisper read pages 2-7.  For HOMEWORK the students need to reread pages 2-7 and practice reading their word bag cards.

Cheetahs:  The students received a new book, a biography called, Walt Disney, Maker of Magical Worlds.  We shared our background knowledge about Walt Disney, previewed the book and read the synopsis on the back of the book.  Then we read the first page and discussed the humor.  For HOMEWORK the students need to read up to page 4 and list 2 facts they learned, in their reading, on the sticky note provided.

Pandas:  The students received a new book, a biography, called Tiger Woods, The American Master.  We previewed the book and read the synopsis on the back of it.  For HOMEWORK the students need to read the prologue on pages 1 and 2, and write what they learned on a sticky note.

We ended the day by taking a walk around the playground to collect natural resources.  WE will use these resources to create a pigment to dye cloth later this week.  Check out the picture I tweeted (@runnerdana).

NOTE:  We will take the last round of the PARCC assessment tomorrow and Wednesday morning.