Wednesday, September 16, 2015

Wonderful Wednesday

This morning, after reading quietly, practicing keyboarding, or completing unfinished work, we discussed homework via Google Classroom.  Then we began our literacy block.

Today the students will begin with a read to self assignment from their guided reading group.  After that, they will use the Educreations lesson to complete the rough draft of their personal narrative.  Then they will watch a  Learn Zillion lesson about adding dialogue to a personal narrative, twice.  The second time they watch it they will take notes in a 3-2-1 format (3 new ideas, 2 ideas that are review, 1 common mistake).  After that they will practice writing the letters h and k in cursive.  Finally, they will choose between practicing their reading (by themselves, via the Chrome Book, with a partner), practicing keyboarding, exchanging books in the media center, or finishing unfinished work.

While the students work, I will meet with guided reading groups.

Orange:  We reviewed the characteristics of realistic fiction.  Then we made inferences using pages 4-9.  Finally, we read the rest of the chapter and continued to make inferences.  After that, we discussed how Henry was feeling and wrote about it in the reading journal.  For HOMEWORK the children need to reread pages 5-13.

Pink:  Independently, the students were supposed to reread the first 3 pages and write about how Katje felt when she got the box and what they think she will do next.  After 30 minutes, when the students came to group, only 2 students had completed the assignment.  Most had not even started it.  So we had a discussion....okay, maybe a lecture. :-)  After that, we got down to work.  We reviewed the questions they were supposed to answer independently and crafted a written response, together, that they copied into their journal.  They were supposed to compare this to what they did  by themselves...but since many hadn't done it, that was hard to do.  After that we shared their questions from homework and read the next 4 pages to discover what was in the box.  Finally, we discussed what we can infer about Katje since she shared her chocolate.  For HOMEWORK the students are to read the pages between the purple sticky notes and list any unknown words on their yellow sticky note.

Green:  Independently, the children reread the first chapter and, in their RRJ, wrote about what they could infer about Sarah Ida's feelings and predicted how his will influence the next events in the book.  In group we reviewed their lists of unknown words and then the students drew a line of learning under their written response from today's independent work, and together we wrote a model answer.  Then the students compared the two to see what they did well and what needs to be improved.  For HOMEWORK the students need to read the second chapter, "Rossi", and list unknown words on the sticky note.

Blue:  Independently the students reread chapter 1 and, in their RRJ, they explained how Willy was feeling and how those feelings influences his actions in the chapter.  In group we reviewed their lists of unknown words and then, together, wrote a response to their independent work questions.  The students copied this model response into their RRJ, under a line of learning, and compared and contrasted it to their own.  For HOMEWORK the children will read chapter 2 and list unknown words on the sticky note.

After our literacy block the students enjoyed outdoor recess and lunch.

When we returned to the classroom we addressed some poor behavior choices, changed some seats, and distributed baskets to some students.  When the new baskets I ordered come in, all students will get one.

After that we began our math block.

During the small group, teacher-led instruction we practiced rounding 3 digit numbers to the nearest 100 and 10.  During math with a partner the students engaged in math discourse, using a word splash hanging in the room, as they created 3 digit numbers (using digit cards) and rounded them to the nearest 10, using a number line.

Group 1:  We reviewed rounding 3 digit numbers to the nearest 100 and then I introduced the strategy to round 3 digit numbers to the nearest 10.  We practiced this using a couple of numbers. Students identified the trickiest part and I, hopefully, made it easier with a n explanation!  :-)

Group 2:  We reviewed rounding 3 digit numbers to the nearest ten.  Students identified the trickiest part and I, hopefully, made it easier with an explanation!  :-)

Group 3:  We reviewed rounding 3 digit numbers to the nearest 10 and identified and discussed the tricky parts.

For HOMEWORK there is a rounding problem on the homework page of Google Classroom.

After math we distributed flyers.  Today and tomorrow the students will be bringing home a lot of papers.  We  have been told this will not be the norm.  So, please bare with us! :-)

Then the children ended their day in music with Mrs. Graf.

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