## Thursday, October 23, 2014

### Thrilling Thursday

Students cam in and read quietly, exchanged books in the media center or practice keyboarding skills.  After the announcements we reviewed a problem solving activity and identified strategies for working through it and for showing our results.  Then the children began their math rotations.

During the small group, teach led instruction, we practiced drawing models and writing equations using a variable to represent and solve a division situation.  Then we identified what each number represents and how understanding that helps us to identify unknowns.

During math with a partner, the students worked collaboratively to find 3 different combinations of vehicles (given certain capacity information on a data table) to get 24 students to a museum on a school field trip.

Finally, during the technology rotation the students visited the Camel Times Table site to work on basic facts fluency.

For homework the students should visit Google Classroom and complete the posted word problem.  There will be a formative (quiz) tomorrow.

After taking a quick Go Noodle break, we reviewed today's literacy block tasks and then the students got to work while I met with reading groups.  Today the students needed to finish watching the adjective lesson and complete the 3-2-1 in their writing journal.  Then they needed to either identify two adjectives in their opinion paragraph or add two adjectives to it.  After that, students were to begin publishing their inquiry project and work on their Powtoon final presentation.  If they got to a point where they had nothing to work on they were to listen to reading or practice read to self.

Tigers:  We reviewed their list of unknown words from homework last night.  Then we identified, through rereading pages 8 and 9, what happens in the spring to the polar bear cubs.  We inferred, through our reading, that the cubs walk outside for the first time.  For HOMEWORK the students need to read pages 10 and 11 and list unknown words.

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

Panthers: First we reviewed the pronunciation and meaning of words they listed as unknown for homework last night.  Then we identified the main idea in pages 8-11.  After that, we reviewed the pronunciation of the word Appalachian.  We also found the Appalachian trail on a map and discovered that it is over 2, 000 miles long!  For HOMEWORK the students need to read pages 12-17 and list unknown words on a sticky.

Leopards:  First the students shared their questions that they wrote for homework last night.  We rephrased some questions to make them "thick" and then located answers in the text.  After that we read pages 12-13 and practiced making an inference (paleontologists needed to enjoy school).  For HOMEWORK the students need to read pages 14-16 and write a thick question to ask the group tomorrow.

Lions:  First we shared and discussed the main idea statements they wrote for homework last night.  After some discussion, we drew a line of learning and wrote a new statement together.  Next we reviewed the idea of an inference being an understanding we gain by using what the author says and blending it with our background knowledge.  Then we practiced making inferences using photographs (just to strengthen our understanding of what an inference is).  For HOMEWORK the students need to read pages 6 and 7 and write a main idea statement in their RRJ.

After literacy, we identified goods and services that businesses provide.  We also discussed services provided by our government through tax dollars.  Then the students brainstormed businesses that provided both gods and services.  Finally, we viewed a picture of an ancient Roman bakery and inferred goods and services that it night have provided long ago.

The students ended their day in art with Mrs. Daniell.