Monday, September 26, 2016

Marvelous Monday!!

This morning the students created a diagram of their aquariums, drawing, labeling, and listing one characteristic for each organism.  Then Ms. Snyder visited us to discuss the counseling program at Wims and identify the difference, and how to respond to, small, medium, and large problems.

After that we took a Go Noodle brain break and switched for math.

This week in math we will be focusing on using the standard algorithm to add and subtract multi-digit numbers.

Today during the small group instruction we identified the steps in the standard algorithm to solve addition problems.   We discussed why it is a good idea to estimate the sum before finding the exact number.  Then we determined how we would know when we needed to compose a ten, a hundred, or a thousand.  Finally we practiced estimating and solving a couple of multi-digit addition problems.

During math with a partner, the students engaged in math discourse, as they played a game called Shut the Box.  This reinforced the addition basic facts.

Finally, during the technology rotation, the students watched a Learn Zillion lesson about using the standard algorithm, and took notes identifying the steps of the algorithm, in their math journal.  If they finished early they practiced the basic facts using Xtra Math.

After math the children enjoyed lunch and outdoor recess.

When they returned to class we began our literacy block.

I began by reading the story, A Log's Life, and modeling how to identify sections of text that explain how organisms use their habitat.  After that, I reviewed the Google Slide presentation showing the students how to research and take notes on their Native American tribes for our inquiry project.

While I called guided reading groups, for the first time, the students completed an assignment explaining how organisms used their habitat.  Then they began researching and taking notes for their first inquiry project.  They needed to identify and describe 3 natural features and 3 human-made features that their tribe used and how it helped them.

Blue:  The students received their first book, Regions and Resources.  We reviewed the highlighted vocabulary words and practiced using them in sentences.  HW:  Read up to page 8 and list any unknown words.

Pink:  The students received their first book, When They Were Little Like Me.  We read and discussed the book.  Then the children reread it independently.  Students also received flashcards to practice EVERY night at home.  HW:  Reread book and practice flashcards.

Orange:  The students received their first book, Surviving the Weather.  We reviewed the meaning of specific vocabulary and practiced using it in sentences.  HW:  Read up to page 12 and list any unknown words on the sticky note.

Green:  The students received their first book, Animals in Film.  We reviewed some vocabulary and practiced using it in sentences.  Then we read, and discussed, the introduction to the book.  HW:  Read pages 4-9 and list unknown words.  Think about (no writing, just thinking) the obstacle the horses faced, the human he bonded with, and if he acted like a real horse.

We ended the day with a short class meeting to discuss how our first literacy block with guided reading groups went.  Students shared what worked for them and what didn't work.  It was great feedback for me!!

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