Thursday, December 4, 2014

Thrilling Thursday

The students began their day by reading quietly, exchanging books in the media center or practicing keyboarding skills.  After that our SGA representative shared information about our upcoming toy drive.  Beginning Monday, December 8, we will be collecting unwrapped, but new, toys for underprivileged children.

Then we began our math rotations.

During small group instruction the students practiced the 7s facts and determining the area of a rectangle with a given model and with word problems.

Math with a partner and technology were the same activities from yesterday.  During math with a partner the students played Condition 7 and during technology they solved area word problems using Sumdog.

For HOMEWORK there is a word problem on Google Classroom.  We WILL have a quiz (formative) tomorrow covering area and the 7s facts.

After math we took a Go Noodle break and then reviewed today's independent work for our literacy block.  First, students will complete individual reading group assignments.  Then they will finish typing the rough draft for their inquiry project onto a Google Doc.  Next the students completed the prefix and suffix flip in their RRJ listing 3-5 word for each affix.  Then they completed an assessment worksheet demonstrating understanding of 4 affixes and words which include them.  After that the children reviewed the house building slideshow and chart examples of materials and processes that change the observable features in their science journal.  Once all of the assignments were complete the children chose between reading and writing by themselves or with a partner.

As the students worked I met with guided reading groups.

Tigers:  First we reviewed words with the -er pattern.  Then we revisited the t-chart we created yesterday, in their RRJ, which listed facts and questions we created to math them.  After that we read pages 6 and 7 and added a fact and question to the chart.  For HOMEWORK the children need to reread pages 8 and 9 and list two facts in their RRJ.  They should NOT list any questions.

Leopards:  Independently the students reread page 8 and added a fact and a question to the t-chart in their RRJ.  In group we reviewed the unknown words they listed for homework last night and reviewed how to use the glossary to identify the meaning and the pronunciation guide to figure out how to say it.  We also reviewed the rule that states when a "c" is followed by an /e/ or an /i/ it makes the /s/ sound.  Next we reviewed the facts and questions they wrote independently.

Panthers:  Independently the students answered the question at the top of page 6, in their own word and in complete sentences using details, in their RRJ.  In group we shared and "tweaked" last night's facts and questions that they added to their t-chart.  Then I introduced the idea of a "right there" question.  This is a question that is answered, word by word, directly in the text,  These questions generally begin with how, where, what, when or who.  Finally, we shared their written responses from independent work today.  I provided feedback to each and then modeled a well constructed answer.  I told the students to definitely refer to the book as they write responses BUT was they write have the book closed so they do not copy word for word from the book.  For HOMEWORK students will read pages 8-11 and list unknown words on a sticky note.

Lions:  Independently the students reread pages 6 and 7 and, in their RRJ, identified the main idea and 3 supporting details.  In group I had planned to continue with turning facts into questions, however, as we reviewed the man idea statement and supporting details from Tuesday night's homework (which was part of my plan) I found myself teaching the students how to use the text to write responses without copying the author's words exactly.  Students were instructed to have the text our and refer to it (as much as they want) BUT when they are actually writing they should have the book closed or turned over so they aren't tempted to copy the author's words.  After this lesson I decided to revise my homework for HOMEWORK tonight the students should reread pages 6 and 7 and redo today's independent work (write a main idea statement and 3 supporting details) being mindful to use the ideas from the text but not the author's words.

After our literacy block we were treated to a very special guest speak.  One of our student's mom visited and brought artifacts to share with us since 2 of our reading groups are reading about Kenya.  It was so cool!!!!

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

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