Wednesday, October 15, 2014

Wet and Wonderful Wednesday

This morning the students read quiet, exchanged books in the media center, or practiced keyboarding skills.

After that we began our math rotations.  During small group time, the students drew representations,  and wrote a repeated addition and multiplication equations for multiplication situations.  During math with a partner, students selected arrays and glued them into their math journals.  Then they drew another model, and wrote repeated addition and multiplication equations that represented the array.  Of course, since it was math with a partner, math discourse, that included specific vocabulary, was the expectation.  Finally, during the technology portion, students visited Multiplication Board and selected two factors.  The site then created an array.  Students copied the equation, using the array to identify the product, into their math journals.

We will have a quiz tomorrow covering multiplication.  There is a HOMEWORK assignment on Google Classroom.

After math, we did a quick GO Noodle brain break.  Then we reviewed today's independent literacy assignments.

Today students will work on independent reading group assignments.  They will also rewatch the educreations opinion paragraph lesson and begin drafting their opinion paragraph.  Next they will use to identify two different meanings for multiple meaning words and then choose one word to use in two different sentences demonstrating knowledge of the different meanings.  If there is time left over they will listen to reading online or read to self, free choice.

Tigers:  We reviewed vce and /ea/ patterns to help with decoding.  Then the children reread pages 2-3 and identified an example of cause and effect.  For HOMEWORK the children need to read pages 2-5, working on fluency.

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

Panthers:  The students read pages 12-15, twice, and listed unknown words.  In group we reviewed the pronunciation and meaning of the unknown words.  The we defined the terms fact (can be proven) and opinion (a feeling).  After that, we identified facts from pages 12 and 13 and wrote opinions to go with it.  For HOMEWORK the students need to reread pages 12-15 and identify one fact from page 14 or 15 and write an opinion to go with it.  (For example:  Fact:  Tunnels help people drive through mountains.  Opinion:  Tunnels are scary.

Leopards:  Students got a new book today and copied the list of vocabulary words, from the inside cover, into their RRJs and found the meaning of each.  Then they read page 3 and made sure they could answer the question, "What is Paleontology?"   In group we reviewed the meanings of the vocabulary words from their new book...this took some time...we had to find some images on the Internet to help students understand the meanings, but in my opinion, it was time well spent!  :-)  Next we discussed what paleontology is and then defined the concepts of fact (can be proven) and opinion (a feeling).  Finally, the students revisited page 3 to identify facts and opinions to match.  For HOMEWORK the children need to read pages 4 and 5 and write one fact, from those pages, and an opinion to match.

Lions:  Independently the children read page 30 and then used the headings, in the book, to identify the main idea for the entire book.  In group we shared/discussed their main idea statements.  For HOMEWORK the children need to reread any 3 sections in their book.

After our literacy block, the students worked collaboratively, in their groups, to carry out their plans to compare the distance two objects travel over a set period of time.

The students ended their day in PE with Mr. Benco.

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