## Monday, December 1, 2014

### Welcome back...Marvelous Monday!

I hope everyone had a wonderful holiday weekend!!

This morning, after reading quietly, exchanging books in the media center, or practicing keyboarding skills, we changed classroom jobs and began our math rotations.

During the small group, teacher led instruction, we completed the multiplication chart by focusing on the 7s facts.  After that, we reviewed the attributes of a rectangles and the formula for calculating its area.  Finally, we practiced using the formula to determine the area of a rectangle.

For HOMEWORK the students have been given the last set of triangle fact cards.  This set is for the 7s facts.  As in the past, the children should cut apart the cards and use them to memorize the basic facts.

After math we reviewed the independent tasks for our literacy block.  All students began by watching a Brain Pop Jr. lesson about reading non-fiction text and completing a 3-2-1 note taking page in their RRJ. After that, they watched an Educreations video, created by me, modeling and explaining how to draft the introductory paragraph for their technology tool inquiry project.  Then they wrote their own paragraph using the front side of the graphic organizer.  Next, the children watched a Brain Pop Jr. video about affixes to build some common background knowledge.  Then they viewed a flip chart about building a house and created a t-chart in their science journal identifying the materials and processes used in the presentation.  This was to reinforce the identification of natural resources and processes used to change them in order to fit human wants and needs.

While the students worked on these assignments I met with reading groups.

Panthers:  In group we shared what the students learned from the Brain Pop Jr. lesson about reading non-fiction text.  Then we reviewed common words used to begin questions such as, who, what, how, list, explain, etc.  Next we practiced using a heading, and a question word, to identify a question that will guide our reading.  I modeled doing this using chapter 1 in the book Death Valley.  Finally, the students wrote a question, in their RRJ, using a question word and the heading for chapter 3, on page 8.  For HOMEWORK, the students are to read chapter 3 in Death Valley, on pages 8-11 and answer the question they wrote in their RRJ.