## Monday, February 9, 2015

### Marvelous Monday

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

During the small group, teacher-led instruction some we practiced measuring to the nearest quarter inch, representing and interpreting data on a line plot, and locating and labeling thirds on a number line.

During math with a partner the children rolled a die to determine the numerator of a fraction.  The denominator remained three throughout the activity.  Then the students wrote their fraction, drew a representation, and located and labeled it on a number line.  Students were expected to engage in math discourse with their partner.

Finally, during the technology rotation, the students watched a tutorial about reading a ruler and then practiced doing so playing an online game called, The Ruler Game.  Both links are located on the third grade web site.

For HOMEWORK there is a lesson and game linked to Google Classroom.  We will have a quiz on Thursday this week but writing journal entries will still be due on Friday.  :-)

After math we took a Benco brain break and then moved on to our literacy block.

We began literacy block with an introduction of the WEE Deliver program being coordinated by Mrs. Prange, a second grade teacher.  It is an in-house mail delivery system.  Students can write letters to anyone within the Wims ES community and have it delivered.  It's a fun way to practice writing skills in a meaningful way.

Next we reviewed today's independent literacy tasks.  First, all groups will complete a guided reading independent assignment.  Next, all groups will cut apart, and put their initials on the back of, their new word work cards.  Then students will watch a Discovery Education lesson and a Magic School Bus video about friction.  They will then define fraction and describe two examples of friction producing heat, in their science journal.  After that they will practice writing the letters H, K, and X, in cursive.  Finally, they will practice reading, keyboarding or letter writing as part of free choice.

Following lunch and indoor recess the students began their indepdent work while I met with guided reading groups.

Tigers:  The students cut apart and put their initials on the back of their new word work cards.  Then we sorted the long and short /o/ words.  The children have a glued a chart, of the words sorted, in their planner, to use as a reference.  Next we discussed visualizing as we read to increase comprehension.  I explained that it is a good strategy to stop at the end of each page and play a movie in their minds.  If they can't do that, they should reread the page.  We then read pages 34-36 and practiced using visualization.  For HOMEWORK the students need to resort their NEW word work cards and do a header wort in their word work journal.  They also need to reread pages 34-36, stopping at the bottom of each page to play a movie in their minds of what they just read.

Leopards:  First the students reread chapter X and, in their RRJ, identified a character trait for Amanda and used 2 ideas from the text to support their thinking.  Then they cut apart and put their initials on the back of their new word work cards.  In group, we sorted, discussed and defined their new word work words.  We also glued a chart showing their words sorted, into their planner, to be used as a resource.  Next, we discussed character traits for Amanda and evidence, from the text, that supported it. Finally, we retold the events of chapter X.  For HOMEWORK the students need to do a header sort with their new word work words and read chapter XI.

Lions:  First the students reread chapter 12 and explained, in their RRJ, why they were worried about the snow holding.  Then they cut apart and put their initials on the back of their word work cards.  In group we began by sorting their words and reading them...but we didn't define them since the children will be working on that this week.  We also glued a word sort chart in their planner to be used as a resource.  Then we discussed the problem in this chapter...whether or not the snow would hold, and why this is such a worry.  For HOMEWORK  the children need to do a header sort with their new word work words and read chapter 13.

Panthers:  Independently the students read chapter 8 and listed unknown words on a sticky note.  They also cut apart and put their initials on the back of their new word work cards.  In group we practiced reading and sorting their new word work words.  Also, the students glued a chart of their words sorted, in to their planner, to be used as a reference.  Next we reviewed the events of chapter 8 and defined unknown words.  For HOMEWORK the students need to reread chapter 8 and do a header sort, in their word work journal, using their new word work words.

The children ended their day in music with Ms. Guerra.