Wednesday, April 1, 2015

Wonderful Wednesday

This morning, after reading quietly, exchanging books in the media center, or practicing keyboarding, we voted on a class Dojo reward.  The children chose to use the Chromebooks during our next indoor recess.

After that we began our math block.  First, I reviewed one of the problems from last night's homework.  I showed the children how to break the word problem apart and solve one part at a time.

Then we began our math rotations.

During the small group, teacher-led, instruction we focused on solving multi step word problems by focusing on what the questions is asking, drawing pictures, and writing equations using variables to represent unknowns.

During math with a partner the children played a card game called Multiplication Chance.  Players divided a deck of cards equally and then each turned over two cards.  They each multiplied their cards to find the product.  Then one child rolled a die.  If the number rolled was even, the player with the lower product won the cards.  If it was odd, the player with the higher product won the cards.  The winner was the student who ended up with all of the cards at the end of the game.

Finally, during the technology rotation, the students visited the Thinking Blocks site to practice solving word problems involving multiplication and division.

For HOMEWORK there is a word problem on Google Classroom, the homework page, and a link for additional practice.  We WILL have a quiz tomorrow covering word problems.  There is a writing homework journal entry due tomorrow, too!

After math we took a Go Noodle brain break.

Then I did a couple of quick mini lessons before beginning our literacy block.

First, as part of our health education, I explained that a communicable disease is an illness that is contagious and can be spread from person to person via germs including bacteria, viruses, protozoa, and fungi.

Then, I reviewed the components of a financial plan...income, spending, saving, and donation.  I also provided a model of how to set up a financial plan.

During independent work time today the students will begin with a guided reading group task.  Then they will explore the topic choices for our next inquiry project using SIRS Discovery.  Once they choose a topic they will complete a Google Form indicating their choice to me.  Next the children will compete a word work assignment.  Then they will redo their financial plan using the resources I provided.  After that they will select a communicable disease and create a song, poem, poster, or Google Slide presentation, to inform about the transmission, signs, symptoms, treatment, and prevention of it.

WHile the students work on these assignments, I will meet with guided reading groups.

Panthers:  The students reread their book and then we discussed what the author was trying to tell us through the story.  We discussed trickery, good vs. evil, and patience.  For HOMEWORK the children need to reread the story and mark parts in the story which demonstrated patience.  They were told to cut the large sticky note into small pieces and put a P on each.  Then they were to place the stickies on the pages where they felt patience was represented.  I modeled an example for them.

Following lunch and outdoor recess the children continued working independently, while I met with mroe small groups.

Tigers:  Independently the children reread Prince Cinders and identified the theme in their RRJ.  Once in group, it became apparent that they were a bit rusty with the concept of theme.  So, we reviewed theme as being something the author wants us to know or learn about through the is inferred and can be applied elsewhere.  Then we reread the story and discussed the main character's problem.  For HOMEWORK the children need to reread the book, Prince Cinders.

Leopards:  Independently the students read through their new book, Aladdin and the Wonderful Lamp and then listed unknown words.  In group we reviewed the pronunciation and meaning of the unknown words and then retold the events in the first two chapters.  For HOMEWORK the students need to reread chapters 3 and 4.

Lions:  The children reread Lon Popo and identified the theme and 2 key details, from the book, to support it.  In group  we reviewed the concept of theme  and discussed how analyzing how the main character reacts to the problem in the book can help us determine the theme.  Then we talked about how Shang reacted to finding out that Popo was actually a wolf.

F&P:  We reviewed the concept of theme and looked at how Dr. Carson reacted to the struggles he faced in life in order to determine the theme, or author's message, in the book.

Students wrapped up their day in PE, with Mr. Benco.

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