Tuesday, October 28, 2014

Terrific Tuesday

The day after a Monday night win against the Cowboys is always GREAT!!!!!!!!!

This morning after reading quietly, exchanging books in the media center or practicing keyboarding skills, we jumped right into our math rotations.

The small group instruction worked on two things...first we practiced multiplication facts with either a 0 or a 1 as a factor.  Next, we practiced visualizing, drawing and writing equations to solve multiplication and division situations.

During math with a partner, the students revisited the 3 transportation combinations they identified last week and, using criteria we agreed upon in class (gas money, traffic, environmental issues), they decided which combination was the best.  Then they went onto the math group in Google Classroom (they had to join first) and posted the combination they thought was best and used the criteria to defend their choice.

Finally, during the technology rotation the students watched a Learn Zillion lesson about using visualization to solve division word problems.  After that, they went onto the math group on Google Classroom and solved a word problem, using visualization, and posted an equation in the comment section.

For HOMEWORK there is a word problem posted in the HOMEWORK section of Google Classroom.

During math we had a lock down and a fire drill.  Therefore, we spent the entire morning in math block.  No worries, though, since we don't have a special on Tuesdays, we will get our entire literacy block in this afternoon.  :-)

Following lunch and recess the students worked n independent literacy tasks while I met with small guided reading groups and a few individual students to conference on their writing.

Independent tasks today included reading group assignments, publishing their inquiry project, completing a Powtoon presentation for their inquiry project and watching video clips to use in comparing the government of the Roman republic to our current day government.

Panthers:  Students read pages 18 and 19.  Then we reviewed how to identify the main idea of text.  We talked about how some are explicitly written in the text while others had to be inferred.  Students then wrote a main idea statement for their book, Fabrics Around the World, in their RRJ.  For HOMEWORK the students need to read for 15 minutes, free choice.  I collected their books at the end of group today.

Leopards:  The children reread pages 14-16 and used inferencing to identify the main idea of the section.  When we met we reviewed the idea that some main ideas are explicitly written while others need to be inferred.  Then we looked at the topic sentence in the section on pages 14-16 to see if there is an explicitly stated main idea.  Once we realized it would be inferred, we used the heading to help us determine the key idea tying the whole section together.  Then, in their RRJs, the students drew a line of learning below the main idea sentence they wrote and we wrote a new one, together.   For HOMEWORK the students need to read pages 17 and 18 and identify 3 adjectives on a sticky note.

Lions:  The students read pages 9 and 10 and wrote a main idea statement for each in their RRJ.  In group we shared and discussed their main idea statements.  Those who needed to, drew a line of learning and wrote a revised sentence.  We focused on recognizing whether the main idea was explicitly stated in the text or needed to be inferred.  For HOMEWORK the students will read pages 11 and 12 and list 3 adjectives on a sticky note.

Tigers:  We didn't have time to meet as a group due to the fire drill and their other reading group.  For HOMEWORK they need to read page 12, twice, and think about the main idea.

At the end of the day we had an informal, impromptu class meeting to talk about being nice and kind to one another.

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