## Thursday, November 6, 2014

### Thrilling Thursday

This morning the students read quietly, exchanged book in the media center or practiced their keyboarding skills, as I collected field trip permission slips and money.

Once that was completed, we began our math rotations.

During the small group instruction we continued working on our memorization of the 4s basic facts.  Then we solved word problems writing both a multiplication and division equation, using a variable to represent the unknown.

During math with a partner, the students continued using dice to create arrays and then wrote both a multiplication and division equation to represent the array.

For HOMEWORK there is a problem on Google Classroom (homework page) and we WILL have a QUIZ (or formative) tomorrow.

After math we reviewed the independent work assignments for today's literacy block.  First, students will complete individual reading group assignments.  Then they will finish watching the narrative poem, "Casey at the Bat", and identify the beginning, middle, and end with a picture and a sentence.  They will also watch the Brain Pop Jr. lesson about physical and chemical changes and identify examples of observable properties and these two types of changes.  Next, they will watch two video clips about similes (comparing two seemingly unrelated objects or ideas using the words "like" or "as") and write three similes.  Finally, they will practice reading poetry with a partner, working on fluency and comprehension skills.

I will meet with guided reading groups as the students work on their assignments.

Tigers:  We met and reviewed their drawings of the beginning, middle and end of the poem, "Art Class".  Then we whisper read the poem, "Morning Count".  For HOMEWORK the children need to practice reading the poems on pages 6 and 8.

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

Panthers:  Students read the poem, "What is Life Like in the Hood" and wrote about their feelings in their RRJ.  In group we reread the poem and shared the students feelings.  Based on their responses, it became apparent they didn't completely comprehend the poem.  Therefore, we revisited it and discussed the writer's words, one stanza at a time.  For HOMEWORK the students need to reread the poem, out loud, and draw a picture of the images the poem creates in their minds.

Leopards:  The students revisited the poem, "Fun", and in their RRJ, they identified the theme and explained their thinking.  In group we shared and discussed the themes they identified for the poem.  These were not correct (they weren't themes) so we reviewed the list of common themes in literature and I modeled how to go down the list and determine which might fit.  We also discussed and identified the author's message (sometimes things don't go as planned).  I made sure the students understood that both the theme and author's message need to be inferred.  For HOMEWORK the students will read the poem, "Honey, I Love," out loud, twice.

Lions:  The students reread the poem, The Amazing Teacher's Lounge" and, in their RRJ, identified the theme, explaining their thinking.  In group we reviewed the format of the poem and reread it, too.  Then we shared the student's RRJ responses about the theme of the poem.  This led to a discussion about perspective, because I had thought about a different theme.  After that we discussed the author's message in the poem.  For HOMEWORK the students need to reread the poem and draw a picture of the "amazing" teacher's lounge based on the words used in the poem.

After our literacy block we had a heart to heart talk about respect and responsibility.  Lately, many students have not been completing their independent work tasks.  Some even come to reading group and say they forgot to do their work.  It is written clearly and displayed throughout the block on the Promethean Board. Also, when they should be practicing their reading (either by independently or with a partner), all it takes is a quick glance around the room to see this isn't being done as we practiced the first week of school.

Before going to art, I modeled how to complete a chart naming an object, stating 3 observable properties, identifying a way to change one of the properties and naming a reason why one might make that change.  Students will complete this chart, during independent work time, tomorrow.

The children will end their day in art with Mrs. Daniell.