Tuesday, May 27, 2014

Terrific Tuesday

There were a lot of sun-kissed cheeks in class this morning!  Seems like everyone had a fantastic holiday weekend!!

The children began their day in art.

When they returned to class we began our math rotations.

The teacher-led small group lesson focused on defining the concept of and identifying the perimeter of rectilinear figures.  During guided practice the students played multiplication war to help them memorize their basic facts.  Finally, during the technology rotation, the students watch 3 lessons about perimeter from Learn Zillions.

For HOMEWORK the students will complete a half page basic fact sheet (just like last week they are to see how many they can correctly complete in two minutes and then solve the rest of the problems) AND a half sheet perimeter sheet.

After math I reviewed the students' independent work and modeled how to complete parts of it.  There are only two assignments this week, one for reading/writing and the other is for science.  The reading/writing assignment has many steps.  Therefore, each student received a copy of the independent work page from our daily flip chart to use as a checklist.

Here are this week's assignments:
Reading/Writing - Students will write 2-3 journal entries reflecting on a person or event that inspired them during third grade.
  1. They will watch a video showing EB Lewis recall how his favorite uncle inspired him.
  2. They will complete an organizer brainstorming 3-4 people or events which inspired them this year and then share it with a friend.
  3. They will watch an Educreations lesson, done by me, explaining how to use a note taking graphic organizer and use it to write journal entries.
  4. They will choose a person or event, from their first graphic organizer, and complete the note taking organizer showing how the person or event inspired them.
  5. They will use the note taking graphic organizer to draft 2-3 journal entries relating how they were inspired.
  1. They will identify what they know about materials thrown into the trash.
  2. They identify 3 questions they have about what happens to materials thrown into the trash.
  3. They will watch a video and read an article to find the answers to their questions.
While the students worked independently, I did some informal reading assessments and met with reading groups.

Sharks:  We reviewed the vowel/consonant/e pattern and practiced using it to decode new words.  Then we began reading chapter 11.  We didn't get very far because we had a great discussion about the equator.  So, for HOMEWORK the students need to read for 5-10 minutes free choice.

Following lunch and recess (some indoor, some outdoor, due to a passing storm), the students continued working independently while I met with more reading groups.

Dolphins:  We discussed the sounds that the /oo/ pattern makes in various words and added some to their word bag cards.  Then we reviewed the vowel/consonant/e pattern and practiced decoding words with it.  Finally, I collected their old books and did a book introduction for a new book.  For HOMEWORK the students need to read for 5-10 minutes, free choice.

Cheetahs:  We shared their questions from last Thursday's homework and discussed The Great Depression and the crash of the stock market.  For HOMEWORK the children need to read pages 59-63 and identify the challenges that Walt faced (on a sticky note).

Pandas:  We shared their questions and answers that they wrote for chapter 6 last week.  Then we discussed how turning the chapter title into a question helps them focus on their reading.  For HOMEWORK the students need to turn the title of chapter 7 into a question and then read that chapter to answer it.

We ended the day by observing our organic and inorganic materials and identifying the signs of decomposition that was or was not evident.  We also shared questions we had and thoughts as to why certain things were and were not happening.

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