## Thursday, September 29, 2016

### Thrilling Thursday

This morning, the children had time to complete their diagrams of the aquariums and the Learn Zillion lesson about sentence fragments.

After the announcements, we reviewed the interdependence among the organisms in the aquarium.  Then the students read about the organisms in their terrarium and identified how each either helped or relied on another in the ecosystem.

After science, we switched for math and took a Go Noodle break.

During  the small group rotation, in math, we practiced estimating and solving multi-digit subtraction problems using the standard algorithm and then using addition to check our answers.

During math with a partner the children engaged in math discourse as they estimated and solved multi-digit subtraction problems, and then used addition to check their answers.

Finally, during the technology rotation, the students worked on a Ten Marks assignment focusing adding and subtracting multi-digit numbers.

After math, the students enjoyed lunch and indoor recess.

Following recess we began our literacy block.  Today I modeled how to use the note taking graphic organizer to write two informative paragraphs stating how the Native American tribes used their physical and human-made features to survive.  As I modeled and explained what I was doing, the students and I collaborated to create a list of criteria for success for this writing assignment.  Both my model writing piece and the criteria for success are linked to their writing assignment in Google Classroom.  PLEASE encourage your child to use these resources.

While I met with guided reading groups, the students wrote their 2 informative paragraphs, and finished the reading comprehension task linked to the book, A LogÅ› Life.

Orange:  We reviewed some vocabulary from the childrenÅ› lists of unknown words.  Then we reread sections of the text and made inferences using what the text states and our background knowledge.  HW: Reread book, make an inference on a sticky note,  and stick it to the section of text.

Green:  The students did not have any unknown words so we reread portions of the text and practiced making inferences.  HW:  Reread the book, make an inference on a sticky note, and stick it to the section of the text.

Blue:  Together we reread sections of text (pages 12 and 14) and practiced making inferences using what was written in the text and our background knowledge.  HW:  Reread the book, working on fluency.

Pink:  First we practiced our site word flashcards.  Then we practiced the  syllable patterns -le, er, and ce, and found words in the story which include these.   Finally, we read the first part of the book and discussed what happened.  HW:  Reread pages 2-7.