## Tuesday, May 26, 2015

### Terrific Tuesday

When we returned to class we began our math rotations.

During the small group, teacher-led, instruction we began sorting various quadrilaterals using a sorting diagram.  This helped us to visualize similarities and differences among the various types of figures.

During math with a partner, the students matched definitions and pictures of quadrilaterals with their names.  Of course, math discourse was expected.

Finally, during the technology rotation, the students viewed, and took notes in their math journals, lessons about describing and sorting quadrilaterals according to their attributes.

For HOMEWORK there is an assignment posted to Google Classroom, homework page.  Tonight the students will use the posted link to practice naming quadrilaterals.  There is a writing homework journal entry due Friday and we will have a math quiz on Friday.

After math we jumped right into our literacy block.

Today during independent work the students began with a guided reading task.  Then they practiced their word work words by doing a syllable sort (Tigers and Panthers) or Give Me a Clue with 10 more words (leopards and lions).  After that, the children had one last chance to view the Econ and Me lesson about production and to explain what a producer is, name the 3 types of natural resources and provide an example of each, and describe an economic problem the children faced in the video.  Additionally, they had one last  chance to complete a diagram  of the life cycle of either a newspaper or an aluminum can.  Finally, they were expected to view an example of a Powtoon presentation, created by a third grade teacher, for the issue inquiry project and then re-familiarize themselves with the app.

Panthers:  ( I was at a meeting for this group only.)  The students got a preview of their new book, a novel, called Frindle.  Then they read and discussed chapter 1.  For HOMEWORK they need to reread chapter 1.

Following lunch ad outdoor recess the students continued working independently while I met with more groups.

Tigers:  Independently, the children reread their book and reviewed sections of text they marked as confusing or surprising.  In group we reviewed their markings and discussed the message of the story. Finally, we retold the story.  For HOMEWORK the children need to reread the story, working on fluency.

Leopards: Independently the children visited a web site of the author of their new book, a novel, Who Stole the Wizard of Oz.  They identified one fact they learned and a question they had.  In group we shared their facts and questions and then I gave a brief book introduction.  Then the children read chapter 1 and marked places they thought were surprising or confusing and listed unknown words.  Finally, we shared the palces the students marked and discussed chapter 1.  For HOMEWORK the students need to read chapter 2 and mark places the find funny, surprising, or confusing.

Lions:  Independently the students visited Betsy Byars' web site to gain some background knowledge about the author and the next book we will be reading, The Pinballs.  In group we shared the fun facts and questions they were wondering as they viewed the web site.  Then I gave a brief book introduction.  After that the students read chapter 1 and marked places they found funny, surprising, or confusing.  Finally, we discussed their markings, and the chapter in general.  For HOMEWORK the students need to read chapter 2 and mark places that are funny, surprising, or confusing.

F&P:  The children reread the book, Gabe and the New Teacher.  We discussed the mood of the story as silly and playful and the ending where Gabe hasn't changed mush, he is planning his next trick.  Then we completed a dictate writing pertaining to the message in the story.

The students ended their day with a visit from Ms. Snyder.  They identified some careers they wonder about on a Padlet wall.  Then they played a game where they identified jobs that fit certain characteristics.