## Wednesday, January 28, 2015

### Wednesday...back to the grind! :-)

So, we finally got a snow day!  I hope everyone enjoyed the break in routine!!

This morning after reading quietly, exchanging books in the media center, or practicing keyboarding skills, the students jumped into math rotations.

I was out of the room, at a meeting, during math.  So, small group instruction was led by Mrs. Thompson.

During the small group instruction, students used Cuisennaire rods to identify eighths on three different number lines of varying lengths.  During math with a partner the students created and labeled fractional parts on a number line, using a die to indicate the number of parts in the whole.  Finally, during the technology rotation, students visited the site Math Man to practice naming fractions on a number line.

For HOMEWORK there is an assignment on the homework page of Google Classroom.

We ran a bit behind this morning, so after math we rolled right into our literacy block.  However, time was limited and we only introduced the independent tasks.

Today students will work on independent guided reading assignments.  Then they will view an Educreations lesson, presented by me, about writing an informative paragraph to relate where authors get their ideas.  The children will be using the notes they took, as they viewed the author interviews, to write their paragraph.  Next, the children will view a Brain Pop Jr. lesson about heat energy.  Then, they will define heat and friction, and name 5 sources of heat, in their science journal.  Next, they will practice writing the letters C, Q, and E in cursive.  If they have any additional time, they will complete any unfinished work or practice reading or keyboarding.

Following lunch and indoor recess the students worked independently as I met with guided reading groups.

Tigers:  I modeled how to do a speed sort and then the children practiced doing the same activity.  After that, I explained how to do a word hunt and we set up a chart in their word work journals.  Next we retold the events from pages 5-7.  Then the students whisper read pages 8-10, stopping at the end of each page to retell what happened on it.  For HOMEWORK the children need to do a word hunt in their word work journal and reread pages 8-10.

Panthers:  Independently the students read chapter 3 and identified words and phrases the author used, in their RRJ, that indicated the blizzard was more than just a snow storm.  In group we shared the header sorts that the students were supposed to do for homework Monday night.  Most students didn't d o the assignment.  So I quickly modeled how to complete the task, again.  Then I explained how to do a word hunt and the students set up charts in their word work journals.  Next, we reviewed the children's responses in their RRJs.  They did not meet my expectations.  So, we drew a line of learning (line separating their work from our group work in their RRJ, and constructed a response together.  For HOMEWORK the children need to reread chapter 3 and complete the word hunt in their word work journal.

Leopards:  Independently the students reread chapter 3 and in their RRJ they identified the big change at the end of chapter 3 and predicted what would happen next.  In group we began by reviewing the header sort from Monday night's homework.  Then I modeled how to complete a word hunt and the children created a word hunt chart in their word work journals.  Next we discussed the change in chapter 3 and prediction so what will happen next.  We also shared our thoughts about Dr. Crider.  For HOMEWORK the students need to complete a word hunt in their word work journal and read chapter 4.

Lions:  Independently the students reread chapter 3, paying special attention to page 19.  In their RRJ they summarized Uncle Victor's plan (paraphrased) and predicted what will happen next.  In group we reviewed the header sort from Monday's homework.  Then I modeled how to complete a word hunt and the students set up a chart in their RRJ.  After that, we reread page 19 and practiced visualizing Uncle Victor's plan.  Then, several students shared their RRJ responses.  For HOMEWORK the students need to complete a word hunt in their word work journal and read chapter 4.

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