## Wednesday, February 18, 2015

### Wonderful Wednesday

This morning after reading quietly, exchanging books in the media center, or practicing keyboarding, we began our math rotations.

During the small group, teacher led instruction, the students practiced naming fractions, and mixed numbers, on a number line, greater than one.

During math with a partner, the students generated data by rolling a die, and then represented it on a line plot.  After that, they interpreted the line plot by answering questions about it.  Of course, math discourse was expected!!

Finally, during the technology rotation, the students visited Fraction Number Line to practice locating and labeling fractions on a number line.

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

After math we began our literacy block by reviewing today's independent work tasks.  All students had guided reading and word work assignments.  After that they were expected to complete the story map representing the elements from Too Many Tamales.  Finally, they continued researching their assigned African American and creating a fake "Facebook" page representing that person.

Tigers:  The children used context clues to  identify synonyms for vocabulary from their book.  They also completed a speed sort using their word work words.  In group we discussed the problem in the book and what Kate Shelley did to solve the problem and WHY she did it...her point of view.  For HOMEWORK the students need to read for at least 10 minutes (free choice) and do a header sort using their word work words.  I have collected the Kate Shelley books and we will begin a new one tomorrow.

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

Leopards:  Independently the children read chapter XV and wrote about the problem in this chapter, in their RRJ.  They also used 10 of their word work words in "Give Me a Clue".  In group we shared their RRJ responses.  Then I had each child draw a line of learning below their response and we crafted a model answer together.  As we did this, we discussed the need for the support from the text to explain the topic sentence and using transition words correctly.  For HOMEWORK they students need to read chapters XVI and XVII.  They also need to use 5 of their word work words in mnemonic sentences (#19 on new chart).  We did an example of a mnemonic sentence, together, in group.

Lions:  Independently the students reread chapter 16 and, in their RRJ, explained why this epidemic could be a good thing.  Additionally, they used 10 more of their word work words in "Give Me a Clue".   In group we shared the children's RRJ responses and discussed why an epidemic would be good (it would keep the kids out of school and allow them to continue sledding the gold to the snake) and why Peter's mom silenced him (not knowing who was on their side and if he was in on the secret).  For HOMEWORK the students need to read chapter 17 and go on Google Classroom, literacy page, to explain the meaning of the word quarantine, in their own words.  Additionally, they need to hide ten of their word work words in a picture, #16 on the newer activity chart.

Panthers:  Independently the students reread chapter 1 and, in their RRJ, they explained why this birthday turned out to be the best one ever.  Additionally, they did a meaning check using 10 of their word work words.  In group we discussed why this was the best birthday ever for Gregory (he finally gets his own bedroom) and the reason his family had to move.  For HOMEWORK the children need to read chapter 2 and list unknown words.  They also need to write each of their word work words three times.

After our literacy block, we defined the concept of culture, using the Encyclopedia Britannica Online, and the students shared some personal examples.

The students ended their day in PE with Mr. Benco.