Wednesday, February 4, 2015

Wonderful Wednesday

This morning, after reading quietly, exchanging books in the media center or practicing keyboarding skills, we began our math rotations.  I was at an in-house meeting, so the small group instruction was led by Mrs. Thompson, an instructional assistant, using plans I left.

The small group instruction had all groups using a ruler to measure to the nearest quarter inch.  Some groups moved on to representing the data using a line plot.

During math with a partner, the students selected various items in the classroom, and practiced using a ruler to measure it to the nearest quarter inch.  This information was recorded on a t-chart in their math journal.  Of course, math discourse was essential.

Finally, during the technology rotation, the students watched a Learn Zillion lesson about representing and interpreting measurement data on a line plot.  Then they practiced interpreting line plots using an Internet based game linked to the third grade web site.

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

When I returned to the classroom it was time for lunch and outdoor recess.

After recess, we took some time to discuss Black History Month and I introduced a project we will do in class.  Over the next couple of weeks the students will be using the online resource, Pebble Go, to research famous African Americans.  Then they will create a mock "Facebook Page" to represent their knew knowledge.  I am hoping to bind these into a class book.

Next, I introduced today's independent assignments.  Each reading group completed an indepdent guided reading group activity and a word work task.  After that, will read through realistic fiction picture books and take notes regarding character's actions, page layout, theme, and illustrations.  Then the children practiced writing the letters N, M, and W in cursive.  Next, the students visited Pebble Go and read through some of the biographies of African Americans.  Finally, the students watched a Brain Pop Jr. lesson about reading maps and completed a 3-2-1 note page to identify and remember important information.

While the students worked on their assignments, I met with guided reading groups.

Tigers:  First we reviewed last night's sentences.  Then I introduced how to complete a blind sort and we practiced it using 10 of our word work words.  After that, we reviewed the idea of an unknown word (words we do not know how to pronounce or what they mean) and resources we can use to help us (  Then we identified an unknown word and practiced using and our guided reading book to find a definition that fit the way the word was used in the book.  For HOMEWORK the students need to complete a header sort with their word work words and read pages 28-32, in their guided reading book, and list unknown words on the sticky note I provided.

Panthers:  Independently the students reread chapter 6 and identified 2 unknown words.  Then they used to locate the meaning of these words and write the word and the definition in their RRJ.  After that they used 5 more of their word work words in sentences.  In group we began by reviewing their sentences from last night and today.  We had to spend time discussing the importance of a title and date on each new assignment.  Then we had to review the expectations of completing assignments in their word work journals.  After that we reviewed their unknowns words and definitions.  The students are still using the unknown word in their definitions.  So, I showed the students how to click on words, in, to get other meanings.  We also reviewed how to go back to the text to be sure the definition matches the way the word was used in the book.  For HOMEWORK the students need to reread chapter 6 (yes, again) and complete a header sort in their word work journal (yes, again, but they are still misspelling some of these words).

Leopards:  Independently the students read chapter 7 and identified 2 unknown words.  Then they identified the meaning of these words using an online resource and wrote it in their RRJ.  They also completed "Give Me a Clue" for 10 more of their word work words.  In group we began by sharing some of their clues for their word work words. Then we retold chapter VII.  We focused on what was worrying Amanda and then who they ran into at the end of the chapter.  For HOMEWORK the students need to read chapter VIII and then choose 5 of their word work words to do a meaning check (look up and write the definition).

Lions:  Independently the students reread chapters 8 and 9 and identified two unknown words.  Then they located the meaning of the words, as used in the text, using an online resource.  They also created clues for 10 more of their word work words.  In group we retold the events in chapters 8 and 9.  For HOMEWORK the students need to read chapter 10 and list unknown words.  They also need to choose 5 word work words and do a meaning check (identify the definition) for each.

The students ended their day in PE.

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