## Tuesday, February 3, 2015

### Terrific Tuesday

Th,is morning after reading quietly, exchanging books in the media center or practicing keyboarding skills we jumped right into math rotations.

During the small group, teacher led instruction most groups practiced using a ruler to measure to the half and quarter inch.  One group reviewed writing mixed numbers and locating and labeling them on a number line.

During math with a partner the students used dice to identify a fraction.  Then they drew a number line, in their math journal, and located and labeled the fraction on it.  Today, though, the first number they rolled was the numerator and the second became the denominator.  So, students worked with both common and improper fractions.  Of course, math discourse was expected!

Finally, during the technology rotation, the students continued watching the Learn Zillion lesson strand about generating and displaying measurement data.  Some students watched lessons about measuring to the nearest quarter inch.  Others watched lessons about showing data using a line plot.

For HOMEWORK there is an assignment in Google Classroom, homework page.  Students will be measuring to the quarter inch.

After math we took a Go Noodle brain break.

Then we reviewed today's independent work assignments.  All group have an independent guided reading activity.  They also had a word work activity to complete.  After that the students continued reading realistic fiction picture books and taking notes regarding character's actions, page layout, and illustrations, in preparation for this marking period's inquiry project.  After that the students practiced writing I and J in cursive.  If there was time left over the children practiced reading by themselves, with a partner, or via the Internet.

While the students worked on these tasks, I met with guided reading groups.

Tigers:  Students began by completed a quick sound sort using their word work cards.  Next the students whisper read pages 23-27 and identified the effects of Kate hearing someone calling, and Kate raising the lamp to see over the bridge.  Independently the students used 5 or their word work words in sentences.  For HOMEWORK the children need to reread pages 23-27, working on fluency, and choose 5 more word work words to use in sentences.

Following lunch and indoor recess the students continued working independently while I met with more guided reading groups.

Panthers:  Independently the students reread chapter 5, identified 1-2 unknown words and an online dictionary to identify the correct meaning of their word(s).  Additionally, they chose 5 more of their word work words to use in sentences.  In group we began by reviewing the children's unknown words and definitions.  This included a mini lesson about not using the unknown word you are defining as part of your definition.  Then I looked over the student's word work sentences from last night and today.  After that we revisited chapter 5 to identify and describe character's actions in response to events in the story.  I also did an informal reading assessment on a few students to check on their growth.  For HOMEWORK the children need to read chapter 6 and list unknown words on a sticky note.  They also need to use 5 more of their word work words in sentences.

Leopards:  Independently the children reread chapter VI and identified 1-2 unknown words.  Then they used dictionary.com to identify the correct meaning of the word(s) as used in their text.  Additionally, the used 10 of their word work words in the "Give me a Clue" activity.  In group, I looked over their syllable sorts and the students shared one of their "Give me a Clue" examples.  Then I reviewed the definitions they wrote for the unknown words in their reading.  During this time we discussed the need to write the whole meaning, not just the first word or two.  Next we discussed how events in a story influence the actions of a character.  We then identified how Amanda reacted to Ellie's news that Miss Trippett wants to keep the kids in London and Randolph's reaction to his mother fainting.  For HOMEWORK the children need to read chapter VII and list unknown words on a sticky note.  They also need to do crazy links which is activity number 6 on their chart.

Lions:  Independently the children reread chapter 7 and used an online resource to identify the meaning of 2 words.  Then they used 10 of their words in the "Give me a Clue" word work activity.  In group I reviewed their syllable sort from last night and the children shared some of their "Give me a Clue" examples.  After that I looked over their unknown word definitions. This led to a mini lesson about not using the unknown word as part of the definition.  Next we discussed the impact of characters actions on the events in a story and I related it to a set of Dominoes...you push the first one and it makes the next one fall, and so on....  We then identified the reactions of characters to events in this chapter.  For HOMEWORK the children need to read chapters 8 and 9 and list unknown words on a sticky note.  They also need to use 10 or their word work words in Crazy Links, #6 on the word work chart.

We ended the day with a social studies lesson.  We identified and described many of the elements required on a map, including borders, a title, symbols, a key or legend, and a compass rose.