Tuesday, May 12, 2015

Terrific Tuesday

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 worked on representing and solving word problems involving liquid volume.

During math with a partner, the children finished solving the Maddy's lunch, elapsed time word problem, and then watched the Educreations lesson to ensure they solved it correctly and clarify any confusion.  Then, with their partner, they played an elapsed time board game, engaging in math discourse.

Finally, during the technology portion the students watched two Learn Zillion lessons about measuring and estimating mass, and took notes in their math journals.

For HOMEWORK there is an assignment on Google Classroom, the homework page.  There is a writing journal entry due Friday.

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

During the independent work time the children will begin by completing a guided reading task.  Then they will practice their word work words using an assigned activity.  After that, they will finish revising and typing their third paragraph into their Google Docs.  Then they will watch an Educreations lesson, teaching them how to draft their fourth paragraph, an opinion, twice.  As they view it the second time, they will pause it at various points to work on drafting their own.  Finally, they will watch a Discovery Educations lesson about Economics and take notes, in their social studies journal, using a 3-2-1 format.

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

Panthers:  First we reviewed Japan's answer to Mr. Sugihara's request for hundreds of visas.  Then we read on to find out what he would do that would directly disobey the Japanese government.  For HOMEWORK the students need to reread the book up to the red post-it note.

Following lunch and outdoor recess the students continued working in their independent tasks and I met with more reading groups.

Tigers:  Independently the students reread up to the red post-it note in their RRJ and then, in their RRJ used two examples from the book to describe how Amelia was caring.  They also used 10 more of their word work words in sentences.  In group, we reviewed the student's RRJ responses and then I modeled writing a well composed response that the students copied into their RRJ, under a line of learning.  For HOMEWORK the students need to read the text between the two red post-it notes and list any unknown words on the yellow sticky note.

Leopards:  Independently the children reread pages 30-36.  Then using a posted definition of persistence, the students wrote about whether or not they thought Deborah was persistent, using at least 2 examples from the book to support their response.  They also used ten more of their word work words in Give Me a Clue. We began group by sharing some of their Give Me a Clue entries and then discussed Deborah's persistence, revisiting sections to prove our points.  For HOMEWORK the students need to read pages 37-45 and mark places they were surprised with an exclamation point and places they were confused with a question mark.

Lions:  Independently the children reread pages 30-36.  Then using a posted definition of persistence, the students wrote about whether or not they thought Deborah was persistent, using at least 2 examples from the book to support their response.  They also used ten more of their word work words in Give Me a Clue. We began group by sharing some of their Give Me a Clue entries and then discussed Deborah's persistence, revisiting sections to prove our points.  For HOMEWORK the students need to read pages 37-45 and mark places they were surprised with an exclamation point and places they were confused with a question mark.

F&P:  First we did some word work.  We learned that vowels followed by a double consonant typically make the short sound and when there is only one they make the long sound.  We practiced using this rule to decode words from the text, Thin Ice.  After that, the students reread the book and thought about how Rosa's feeling changed from the beginning to the end of the book.  Finally, we discussed these changes.

After our literacy block we had a heart-to-heart talk about being responsible, doing the assigned tasks, and putting effort into school work.  Unfortunately, many students are skipping over the video lessons and attempting to complete written work without the information needed to do so in the correct manner.

We ended the day with a reading of the story, Abuela's Weave, and a discussion of the limited resources and choices the producers made in the book.