Thursday, November 20, 2014

Thriving Thursday

This morning, after students read quietly, exchanged  books in the media center, or practiced keyboarding skills, we created a word splash indicating appropriate vocabulary that should be used (and overheard by me) during math discourse.  Then we began our math rotations.

During small group instruction the students wrote a multiplication and a division equation, using a variable for the unknown, to represent and solve a word problem.  Again, we focused on ensuring the variable in both equations represented the same unknown.  Then, I had some fun...I changed the total in the word problem and the children had to rework the problem and change their equations to represent the new total.

During math with  partner the students played multiplication bump to practice memorizing their basic facts.  Technology had the students visit Sketch's World to work on the 9s facts but after a few rounds of the game the students went to the Math Mahjong site which involved creating math equations, using numbers and operations available, to earn points.

For HOMEWORK there is a question on Google Classroom.  We WILL have a quiz tomorrow!!

After math we took a quick Go Noodle brain break and then reviewed the list of tasks for our independent literacy block today.

Children will complete individual reading group assignments.  Then they will finish the back side of the inquiry project graphic organizer, taking notes on two versions of the tool they are researching.  Next they will redo/complete the verb tenses lesson and write 3 sentences using "eat" in past, present and future tense.  After that they will use Google Maps (satellite) to identify 3-5 examples of natural and man-made geographic features near our school.  Finally, they will work on fluency and comprehension as they read plays with a partner.

Tigers:  First we reviewed the double vowel words that the students identified for homework last night.  We sorted these words according to whether or not it followed the "two vowels go walking the first one does the talking" rule.  Then we discussed how this can help us decode unknown words.  After that we worked with vocabulary using context clues to help us.  Then we finished reading the play out loud.  For HOMEWORK the children need to reread pages 26 - 32 out loud.

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

Panthers:  The students were supposed to finish identifying the definition, drawing a picture and using the word in a a sentence for the vocabulary words; goblet, noble, noble and virtuous.  Unfortunately, after two days of this assignment, the work turned in was less than I had hoped.  So, we began group by discussing expectations.  Next the students attempted to retell the play, with the help of the script.  For HOMEWORK the students need to reread the play and, in their RRJ, explain what happens after the king leaves the maiden's house.

Leopards:  The children finished explaining the phrase, "One pleased is better than two disappointed," in their RRJ.  During lunch I looked these over and saw that there was confusion.  So, in group we discussed the meaning of the phrase and identified evidence from the story to support it.  Next we reviewed the Venn diagrams reflecting the two videos, The 3 Little Pigs and The True Story of the 3 Little Pigs, to understand point of view.  Finally, we reviewed the trade between the young and old women and identified each person's point of view.  For HOMEWORK the students need to reread the play and THINK about the writing...yet!

Lions:  The students continued working in small groups to add a character to the play who would interfere with the solution to the problem.  In group we shared these characters and realized that neither interfere with the solution.  So, then we brainstormed ideas of actions that would have gotten in the way of solving the problem.  After that wen reviewed the Venn diagrams reflecting the two videos, The 3 Little Pigs and The True Story of the 3 Little Pigs, to understand point of view.  Finally, we discussed the differing points of view of the merchant and his wife regarding their son.  For HOMEWORK the students need to reread the play and THINK about the theme.

After literacy we revisited the idea of processes that change the observable properties of a material.  We began by watching a video showing how pencils are made.  Next each student got a new pencil and identified observable properties on a capture sheet and predicted what will happen to each property after a week and indicated their reason for it.

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

Writing journals are due tomorrow and we will have a math quiz!

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