Thursday, March 19, 2015

Thrilling Thursday

Before we get started on today's happenings, a reminder that tomorrow is our field trip to Clarksburg High School to see Tarzan.  Students will be eating lunch upon returning to school.  They can order lunch from school.

Ok...on to today...

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 we focused on comparing fractions using number lines.  Math with a partner was a repeat of yesterday.  The children played a card game involving comparing fractions.  They were expected to use our word splash as they engaged in math discourse with their partner.  Finally, during the technology rotation, the children visited the Internet site, Fresh Baked Fractions, to compare fractions.

For HOMEWORK there is an assignment in Google Classroom, homework page.  We will have a QUIZ tomorrow covering comparing and ordering fractions.  It will be VERY similar to our small group lesson today!!

After math we took a Go Noodle brain break and then began our litereacy block.

Today's independent work began with a guided reading group task.  Then the children completed the rough draft for their realistic fiction books using my Educreations lessons and their own screencasts.  Once they were finished they met with a peer to revise and edit their rough draft using the rubric I will use to grade it.  Next the children completed any unfinished work, such as, the culture worksheet, the subject/verb agreement lesson and activity, and the Facebook page representing their famous African American.  Then the children practiced writing the letters Y, U, and V in cursive.

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

Tigers:  Together we reread chapter 3, one page at a time, and identified the main idea/event on each.  The children had done this independently yesterday, today we did it together and compared their responses.  When they returned to their seats, they used the text to answer the following question in their RRJ:  What did ANdrew do after making freckly juice?  FOr HOMEWORK they need to reread chapter 3.

Following lunch and outdoor recess the students went to art

After art, we returned to the classroom and the students continued working independently and I met with more guided reading groups.

Panthers:  Independently the students reread chapter 9 and then answered the following question in their RRJ:  What does the author wants us to think about Ivy?  What words or actions show you this?  In group we discussed Gregory's father's reaction to Mr. Hiller's comments on page 67.  Then we discussed the question they answered in their RRJ, and wrote a new response, together, as a group.  Finally, the students drew a line of learning under their own answer and copied the one we wrote together.  For HOMEWORK the children need to reread chapter 9.

Leopards:  Independently the students read the historical note on pages 116 and 117.  Then, in their RRJ, they explained what they thought the author wants the readers to think about the families who made the move to Jamestown and identify 2 examples to support their thinking.  In group we discussed their responses to the RRJ question and then talked about the book in general.  After that we decided that the theme of the book is not giving up and shared a few examples.  For HOMEWORK they need to mark, with a sticky, 2-3 places in the book where the children don't give up.

Lions:  Independently the students reread chapter 26 and, on a t-chart in their RRJ, they listed the page number and main idea/event for each page in the chapter.  In group we reviewed the chapter, page by page, and the main ideas.  For HOMEWORK the students need to read chapter 27.

Unfortunately, we ran out of time and didn't get to science, but we did begin to explore how we will use Google Slides to publish our realistic fiction picture book.

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