## Wednesday, April 29, 2015

### Wonderful Wednesday

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 continued practicing reading and writing time to the nearest minute using analog clocks.  One group began calculating elapsed time, too.

During math with a partner, the students engaged in math discourse, as they drew matching times on an analog clock to those on digital clocks.

Finally, during the technology portion the students practice matching times on analog and digital clocks using the web site, Time Matching Game.

For HOMEWORK there is an assignment posted on Google Classroom, the homework page.  Tonight students will match times shown on analog clocks to those on digital clocks, using a linked web site.  There is also a writing journal entry due Friday.

After math we took a Go Noodle brain break.

Then I reviewed the expectations for the second paragraph of the issues inquiry project and showed the children where they could access the model paper, using the third grade web site.

Today's independent work included a guided reading group assignment.  Then students finished drafting the second paragraph of the issues inquiry project.  After that, they watched a Learn Zillion lesson about adverbs, twice, and complete a follow up activity.  Next they did a word work activity.  Finally, they posted a reflection on the habitat research presentation on Padlet, an Internet site, and worked on identifying how rice, vanilla, and chocolate go from being a natural resource to a usable product.

As the students worked I met with small groups.

Panthers:  They reread their story and we reviewed words they had marked as unknown or tricky.  After that we practiced answering text dependent questions and identifying the page in which we located the response.  For HOMEWORK the students need to reread the book and, on a sticky note, identify the main problem in it.

Following lunch and outdoor recess the students continued their independent work and I met with more small groups.

Tigers:  Independently the students reread pages 3-9 and, in their RRJ, what problem the goose solved for the giant.  I gave them a chance to complete this assignment in group since they weren't finished.  Once they were done I reviewed their responses with them individually.  Then we reread pages 6-9 and practiced retelling each page.  For HOMEWORK the children need to reread pages 3-9 and complete a free choice word work activity.

Leopards:  Independently the students reviewed The Banza and listed the events on their Google Slides document.  In group we reviewed and revised the lists of events and added the character's reactions to them.  For HOMEWORK the students need to reread The Banza and identify the theme, or message, of the story, on a sticky note.  The also need to complete a word work activity of their own choice.

Lions:  Independently the students reviewed The Banza and listed the events on their Google Slides document.  In group we reviewed and revised the lists of events and added the character's reactions to them.  For HOMEWORK the students need to reread The Banza and identify the theme, or message, of the story, on a sticky note.  The also need to complete a word work activity of their own choice.

After literacy, we reviewed the reflections that each student posted on Padlet.

Then the children ended their day in PE with Mr. Benco.