## Monday, March 9, 2015

### And...we're back!!!!!

This morning, after reading quietly or practicing keyboarding, we changed classroom jobs and heard about Pennies for Patients, a fundraiser sponsored by our SGA.  Information about Pennies for Patients is coming home this afternoon in each child's home folder.

Next we began our math rotations.

During the small group, teacher-led rotation, we reviewed identifying and generating equivalent fractions.  Specifically, we practiced multiplying the numerator and denominator by the same number to generate equivalent fractions.

During math with a partner, the students used fraction strips to identify and generate equivalent fractions. They cut and glued pieces of fractions strips into their math journals and then labelled the equivalent fractions.

Finally, during technology, the students visited the Internet site, Triplets, and to practice identifying equivalent fractions.

Remember, there is NO HOMEWORK this week, due to PARCC testing.

After math we took a Go Noodle brain break.

Then we reviewed today's independent work tasks.
Students will begin by watching an Educreations lesson I made about writing the beginning of their realistic fiction picture book.  Then using their own screencast, they will draft the beginning of their story.  Next, they will do an assigned word work activity.  After that, they will read about culture (social studies) and answer some questions about their own culture, based on the article.  Finally, they will finish the African American fake "Facebook" page.  If they finish early, students will read by themselves or with a partner, practice keyboarding, or write a letter for the Wee Deliver program.

After lunch and outdoor recess, the students worked on their independent work while I met with guided reading groups.

Panthers:  We reviewed the first 4 chapter of The Chalkbox Kid, and then reread chapter 5.  Then I introduced the concept of summarizing text and the students copied some notes into their RRJ.  Finally, I modeled writing a summary for chapter 5 and the students copied it into their RRJ as a model.

Lions:  In group we orally discussed the first 20 chapters of the book.  Then, together, we read and discussed chapter 21.  After that we discussed the concept of writing a summary and the students took notes in their RRJ.  Finally, I modeled writing a summary of chapter 21 and the children copied it, as an example, in their RRJ.

Due to the need to catch up and regroup from missed days, I was unable to meet with all groups.  Rest assured, any group missed today will be met with tomorrow!!

The students ended their day in music with Ms. Guerra.