## Tuesday, February 10, 2015

### Terrific Tuesday - Guest Speaker and PJ Day tomorrow!

Yippee...we finally earned a class Dojo reward.  This morning the class voted to have a Pajama Day tomorrow.  So, those who wish to participate can wear pajamas to school tomorrow.  Please be sure they wear appropriate footwear, though, because we have PE and outdoor recess.

On to today's rundown...

This morning after reading quietly, exchanging books in the media center, or practicing keyboarding skills, we were treated to a guest speaker.  In honor of Dental Awareness Month, Dr. G., an orthodontist, spoke to the students about the importance of caring for your teeth.

When we returned to class we squeezed in as many math rotations as we could, prior to lunch.

During the small group teacher-led rotation, we interpreted line plots and practiced counting, locating, and labeling sixths on the number line.

During math with a partner the students engaged in math discourse as they wrote fractions with a denominator of 6, using a die to determine the numerator.  Then they drew a representation of the fraction, and located and labeled it on a number line.  Finally, during the technology rotation, the children practiced measuring to the nearest quarter inch by playing The Measurement Game.  Then they visited Sumdog to practice identifying and naming fractions.

For HOMEWORK there is an assignment posted to the Google Classroom homework page.  Please note there are two attachments to open for tonight's homework.  Our QUIZ this week will be on Thursday.

After math the children enjoyed lunch and outdoor recess.

When the students returned to class, I did a mini lesson to get us started on this marking period's inquiry project.  Each students will be writing and illustrating a realistic fiction picture book.  So far, we have watched authors explain how they get their ideas and what their writing process includes.  We have also spent time reading many different realistic fiction picture books.  Today we began planning our main character by thinking about what they might like or dislike, identifying strengths and weaknesses.  I modeled how to do this and answered questions along the way.

While I met with guided reading groups, the students completed an independent guided reading groups activity and a work work task.  Then the students created a main character for their inquiry project, in their writing journal.  After that they watched the 2 videos about friction, and defined it and described 2 examples of how it produces heat, in their science journal.  Then they practiced writing H, K, and X, in cursive.  If time remained, they practiced reading, writing or keyboarding.

Tigers:  First we reviewed last night's header sort.  Then we defined character traits as words describing how a person acts, behaves, and/or thinks.  The students glued a chart of common traits into the back of their RRJ and we discussed some that were unfamiliar.  Next, we identified some character traits to describe Kate Shelley and provided support from the story.  Finally, we whisper read pages 38-41 and paused at the end of each page to visualize what we read.  For HOMEWORK  the students will write each of their word work words using one color for consonants and a different color for vowels.  I modeled this in group.  They also need to reread pages 38-41.

Leopards:  Independently the students reread chapter XI and read chapter XII.  Them in their RRJ, they created a t-chart listing things the children did for fun on one side and the dangers on the ship on the other.  They also printed all of their word work words and then wrote them in cursive.  In group, we shared their ideas about the dangers on the boat and what the kids did for fun.  Then we discussed Dr. Crider being missing.  For HOMEWORK the students need to write each of their word work words using one color for vowels and a different color for consonants.  They also need to read chapter 13.

Lions:  Independently the students reread chapter 13 and explained the last line on page 84, in their RRJ.  Then they chose 10 of their word work words to use in a meaning check.  In group, we shared some of the meanings they discovered during word work today.  Then we returned to page 84 and discussed the last line on the page and it's implications.  Finally, the students glued a chart of character traits into the back of their RRJ and we discussed the unfamiliar ones.  For HOMEWORK the students need to read chapter 14 and write 12 of their word work words in print and then in cursive.

Panthers: Independently the students reread chapter 8 and described the change in Grandpa from the beginning to the end of the book, in their RRJ.  They were told to state what he was like at the beginning of the book and explain why and then do the same at for the end of the story.  Additionally, the children completed a speed sort for their word work words.  In group we reviewed their word work sorts.  Then, Ms. Snyder came in to do a guidance lesson...I had forgotten about this lesson!  OOPS!  SO, we quickly had to clean up. For HOMEWORK the students need to reread chapter 8 and write their word work words using one color for vowels and another color for consonants.

The day ended with a guidance lesson by Ms. Snyder.  She reviewed the concept of a reputation and then had the students create their own reputations pizza...showing the kid of reputation they want to develop!