## Wednesday, May 27, 2015

### Wonderful Wednesday

This morning, after reading quietly, exchanging books in the media center, or practicing keyboarding, we began our math rotations.  Since our math block was shortened yesterday, there wasn't any change in the rotations.

During the teacher-led, small group instruction, the students sorted pictures of various quadrilaterals according to their attributes.  As they worked, I asked them questions which led to the students explaining their thinking.

During math with a partner, the students engaged in math discourse as they matched riddles, to pictures and names of various quadrilaterals.

Finally, during the technology rotation, the students watched, and took notes on, different Learn Zillion lessons describing and sorting quadrilaterals according tot heir attributes.

For HOMEWORK there is an assignment on Google Classroom, the homework page.  There is a writing journal entry due Friday and we will have a math quiz that day, too.

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

Today all groups began with a guided reading group assignment.  Then they practiced their word work words by writing each one twice (Panthers and Tigers) or using 10 words in sentences (Leopards and Lions). Next the students watched the final Econ and Me lesson about Interdependence, and in their social studies journals, they identified the meaning and described an example of interdependence and specialization.  Finally the children began working on their Powtoon presentations for their inquiry projects.

Note:  Over the next couple of weeks, I will be meeting with reading groups AND conducting end of the year, informal, reading assessments.

Panthers:  Independently the students read chapters 2 and 3 and marked places they thought were funny, surprising, or confusing.  IN group we discussed the places they marked, as well as the events in each chapter.

Following lunch and outdoor recess, the students continued working independently while I assessed more students and met with more guided reading groups.

Tigers:  Independently the students reread their book and, in their RRJ, identified the sequence of events using pictures and sentences.  In group we reviewed their sequences of events.  For HOMEWORK they need to reread their book, working on fluency.

Leopards:  Independently the students read chapters 3 and 4 and marked places they found funny, surprising, or confusing.  In group we attempted to discuss these chapters, using their markings, but it became clear the children had skimmed the chapters, not read them to comprehend the story.  The students said they wanted written tasks instead of group discussions.  This made me sad...For HOMEWORK the students need to reread chapters 3 and 4.

Lions: Independently the students read chapters 3 and 4 and marked place they thought were funny, surprising, or confusing.  In group we discussed these two chapters paying special attention to backing up our opinions with examples from the text.  For HOMEWORK the children need to reread chapters 3 and 4.

The students ended their day in PE with Mr. Benco.

Tomorrow is our WIMS day, or field day.  Please dress your child appropriately for fun and messy activities!!