## Thursday, April 16, 2015

### Thrilling Thursday - Group Picture Day

This morning, after reading quietly, exchanging books in the media center, or practicing keyboarding, we reviewed last night's math word problem and then began our math rotations.

During the small group, teacher-led instruction, we continued representing word problems, using equations with variables, and solving them.  Students practiced the basic multiplication facts, during math with a partner, by playing a new card game called Multiplication Mind Readers.  Finally, the children practiced solving word problems using the site, Grand Slam Math, during the technology portion.

For HOMEWORK there is a word problem on Google Classroom, the homework page.  Also, there is a writing journal entry due Friday and we will have a MATH QUIZ on Friday covering multi-step word problems.

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

First I introduced our new science project.  In class, the children will be researching 6 habitats using Brain Pop Jr., Encyclopedia Britannica, and Pebble Go.  They will be taking notes, using a format modeled in our daily flip chart, in their science journal.  Then, they will choose 4 habitats and create a Google Slide presentation to identify how plants and animals grow and survive within each.

Today, as I meet with small groups, the children will complete an independent guided reading task, finish taking notes on their inquiry project issue, practice their word words using an assigned activity, and begin researching the 6 habitats.

Panthers:  The students chose a discussion card and, with a partner, revisited the text to locate the answer.  Then, together, we reviewed last night's homework question.  After that we orally discussed one of the partner's questions which was why did Persephone not want to live in the underworld.  Independently the children will write a response to this question, in their RRJ using both our discussion and the book.  For HOMEWORK the students will reread the book and highlight long I and long O words.

Following lunch and outdoor recess we got our class picture taken, and resumed independent work and small group instruction.

Tigers:  Independently the children reread their book and identified and numbered 3 events leading from the problem to the solution.  In group we reviewed the plot (events leading from the problem to the solution).  Then we reviewed what, in nature, this myth explains and brainstormed another idea for a story explaining how animals got certain features.  For HOMEWORK the children need to reread the book and illustrate page 19.

Leopards:  Independently the students identified the moral, lesson, or theme of their story and used details to explain their thinking.  In group, the students partnered up to answer a discussion question using their book.  Then each group of partners shared their questions and responses with the entire reading group.  For HOMEWORK the students need to reread their book, thinking about why the wizard grants the wish.

Lions:  Independently the students reread pages 14-17 and wrote a summary in their RRJ.  Once in group we reviewed the chapter and identified the theme of the story.  For HOMEWORK the students need to read pages 18 and 19.

F&P:  The students reread Pool Trouble and decided whether or not they liked the ending.  Then we shared their thoughts.  After that, instead of beginning the next book, I met with individuals to do some informal reading assessments.  I want to see if their comprehension is improving.

The students ended their day in art with Mrs. Daniell.