## Monday, May 18, 2015

### Marvelous Monday

This morning the students read quietly or practiced keyboarding.  Then we changed classroom jobs and began our math rotations.

This week we will be drawing, sorting, classifying, and describing different categories of quadrilaterals.

During the small group, teacher-led instruction we reviewed solving word problems involving the addition and subtraction of time, and liquid volume and mass.  Then we practiced identifying and defining rhombuses.

During math with a partner the students utilized an online at dictionary to draw and define various subgroups of quadrilaterals.  They were also expected to engage in math discourse as they compared and contrasted the various types.

Finally, during the technology portion, the students viewed Learn Zillion lessons, and took notes in their math journals, about the various attributes f shapes and identifying rhombuses, rectangles, and squares.

For HOMEWORK there are two lessons, about quadrilaterals, linked to the Google Classroom homework page, for students to view.  There is also a writing homework journal entry due Friday.

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

During independent work the students completed guided reading assignments.  Then they watched an Econ and Me lesson about Opportunity Cost.  After viewing the lesson, they explained opportunity cost, identified an economic problem the children faced, named a decision made by the children and its opportunaity cost, in their social studies journal.  Finally, students worked collaboratively, to revise and edit their inquiry projects.  They used the exact rubric I will use to grade their writing.

One note:  Although I had the materials prepared, I completely forgot to include the new word work unit in today's plans.  OOPS!  We will begin our new word work unit tomorrow!!

While the students worked on the above tasks, I met with guided reading groups.

Panthers:  The students used the sections of text marked in their books, and our discussions from last week, to identify and explain, in writing, two examples that support the theme of courage, in Passage to Freedom.

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

Tigers:  Independently the children watched a Brain Pop Jr. lesson about main idea and in their RRJ they finished the statement, "  I used to think...., but now I know...."  Then they visited the online site Study Zone: Main Idea to practice identifying the main idea of a paragraph.  In group  we identified the main idea and supporting details for their Amelia Earhart book.  Then I collected the books.  For HOMEWORK they need to read for 10 minutes, free choice.

Leopards:  Independently the children read the last chapter, twice.  The first time to get the gist of it, and then to determine the main idea and supporting details.  I group we discussed what we could learn from the book and Deborah Sampson's life.  Then I collected the books.  For HOMEWORK the students need to read for 10 minutes, free choice.

Lions: Independently the children read the last chapter, twice.  The first time to get the gist of it, and then to determine the main idea and supporting details.  I group we discussed what we could learn from the book and Deborah Sampson's life.  Then I collected the books.  For HOMEWORK the students need to read for 10 minutes, free choice.

F&P:  I did a thorough book introduction for their new book and then the children read it independently to find out what type of teacher Miss Waters will be and whether or not Gabe learns a lesson.

The children ended their day in music with Mrs. Graf.