## Wednesday, March 18, 2015

### Wonderful Wednesday

Ahhh...with testing behind us, we are back to our routine...well, sort of!  We will be changing our specials time with fourth grade for today and tomorrow...but everything else is business as usual!  :-)

This morning the students came in and read quietly, exchanged books in the media center, or practiced keyboarding.  Then we began our math rotations.

During the small group, teacher led rotation, the students practiced comparing fractions using area models, number lines, and/or thinking about benchmark fractions (0, 1/2, or 1).

During math with a partner, the students used playing cards to create and compare fractions.  Of course, discourse was expected!!

Finally, during the technology rotation, the children visited the Internet site, Dirt Bikes, to compare fractions.

For HOMEWORK there is an assignment posted on Google Classroom, homework page.  For MATH students will view two Khan Academy lessons about comparing fractions and then play a game that is linked there, too.  There is also a WRITING journal entry due THIS Friday.

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

Today's independent work tasks include guided reading group assignments, and using my Educreations lessons and the students' own screencasts to complete the rough draft of the realistic fiction picture book.  Then students will complete the subject agreement lesson by watching Brain Pop Jr. and doing the follow up worksheet.  After that they will finish their culture worksheet and their African American Facebook page.  When they have completed all assignments they can choose to practice their reading, word work, keyboarding or writing.

Of course, while the students worked independently, I met with guided reading groups.

Tigers:  We revisited chapter 2 and used the pictures they drew of the beginning, middle, and end, to write a summary of the chapter together.  After that we reviewed new vocabulary for chapter 3.  Then the students returned to their seats and read chapter 3, noting the main idea/event of each page on a t-chart in their RRJ.  For HOMEWORK they need to reread chapter 3.

Following lunch and outdoor recess, the students enjoyed PE with Mr. Benco.

When they returned to class, they continued working independently while I met with more guided reading groups.

Panthers:  The students read chapter 9, with an assigned partner, and then identified the main idea/event on a t-chart in their RRJ.  In group, we reviewed chapter 9 and identified the main idea on each page.  This was a challenge for the students!  For HOMEWORK they need to reread chapter 3.

Leopards:  The children reread page 112 and then used an online resource to identify the definition of the word, drew, and then wrote a sentence using the word with the meaning in which it was used on page 112.  In group we reviewed this activity and I modeled how to identify the correct definition and then use the word in a sentence.  Some students struggled with this.  For HOMEWORK the children need to reread chapter 23.

Lions:  Independently the children read chapter 25 and wrote a summary in their RRJ.  In group we reviewed the chapter by identifying the main events, at times referring back to the text.  After our discussion, I modeled writing a good summary and the students drew a line of learning under their own, and copied mine.  For HOMEWORK the children need to read chapter 26.

At the end of the day the children worked collaboratively to construct their Keep-a-Cube, using their plans from yesterday, while making necessary adjustments along the way.

Remember, Friday is our ield trip to see Tarzan at Clarksburg High School.