## Thursday, February 12, 2015

### Thriving Thursday

This morning, after reading quietly, exchanging books in the media center or practicing keyboarding skills, we reviewed last night's math homework on Google Classroom and yesterday's math with a partner activity, where students create line plots to represent given data.

Next, the children took a math quiz covering fractions on a number line (thirds and sixths) and representing data by constructing a line plot.  These have been graded.  Please look for them in your child's home folder this evening.

We did go over the quiz as a class and students will see similar problems on next week's quiz.

After math we took a Go Noodle brain break.

Next I introduced story maps and reread Thank You, Mr. Falker, and plotted the elements on a story map.  I also took time to model reading news articles about Wilson Wims, pulling out important information and using it to create a fake "Facebook" page representing Mr. Wims.

All of this took us up to lunch and recess.

After enjoying indoor recess, the students began working independently while I met with guided reading groups.

Today students will complete an independent guided reading assignment and a word work task.  Then they will watch the story, Too Many Tamales, and complete a story map identifying the story elements.  Next they will read biographies about their Black American and begin pulling information to use to create a fake "Facebook" page.

Tigers:  The children began by reviewing the chart of character traits and choosing one for the main character in their book, Kate Shelley.  Then they located 2 examples to support the trait in their book.  After that, they wrote about it in their RRJ.  This activity was a mixture of guided support and independent work.  When they returned to their seats they wrote their word work words three times each.  For HOMEWORK the students need to do another header sort and read pages 45-47.

Lions:  Independently the students reread chapter 15.  Then they chose two unknown words, copied the sentences in which they appear and identified a more common synonym to replace it.  They also chose 10 word work words to use in "Give Me a Clue".  In group we discussed the new problem in chapter 15--Peter refused to speak to the soldier because he was scared...the soldier decided this showed he was dumb and ordered the children back to school.  For HOMEWORK the children need to read chapter 16 and log in to Google Classroom, literacy page, and explain the meaning of the word epidemic.  They also need to complete rainbow words, #9, with their word work words.

Panthers:  Independently, in their RRJ, the students identified a character trait for Anna and 2 examples from the text to support it.  In group I collected their books and introduced the next book, The Chalk Box Kid.  For HOMEWORK the students need to read chapter 1 in The Chalkbox kid and list unknown words on a sticky note.  They also need to write their word work words three times each.

The children ended their day in art with Mrs. Daniell.

Remember, writing journals are due tomorrow.

Our Valentine's Day party is tomorrow from 1-2.