Monday, October 17, 2016

Marvelous Monday

This morning, after the announcements, we began using resources, posted in Google Classroom - Social Studies, to identify how four Native American societies used their environment to survive.  We will work on this throughout the week  and eventually identify the similarities and differences among the tribes.

Around 9:30 Ms. Snyder, our counselor, came in to conduct a lesson about personal body safety.  This is a lesson required by MCPS.  Ask our child to share with you the cartoon they made depicting how they could tell a trusted adult that they need to talk.

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

During the small group instruction we began solving multi-step word problems involving addition and subtraction.  Today we practiced using a known and unknown chart to organize information involved in the word problem.

During math with a partner, the children engaged in math discourse, while working on addition fluency, as they played a card game called Advanced Addition Number Battle.

Finally, during the technology rotation, the students watched, and took notes on, a Learn Zillion lesson explaining how to solve multi-step addition and subtraction word problems.  If they finished early they practiced their basic facts using Xtra Math.

After math, the students enjoyed lunch and outdoor recess.

When they returned to class we began our literacy block.  I took time to model how to use the planning graphic organizer for the historical fiction story to begin drafting my story.  I showed the students how I read over stories written by past fourth grade students to get ideas for how to begin my story.  I also modeled how I constantly went back to my organizer to see what I had planned then turned my phrases into complete sentences.

Blue:  The students turned in their Wolves book and I handed out our next text, The Golden Spike.  Before reading we reviewed the concept of cause (why did something happen) and Effect (what happened).  Then we read sections of text, identified a fact (effect) and turned it into a question to identify the cause.  HW:  Read pages 6-9 and list unknown words.

Orange:  First we reviewed the concept of cause (why did something happen) and effect (what happened).  Then we read pages 6-7 and I thought out loud as I identified facts that were effects and turned them into questions to identify the cause.  HW:  Read pages 8-11 and list unknown words.

Green:  We reread pages 16 and 17 and the children shared the main idea statements they wrote for homework last week.  After that we discussed examples of cause (why did something happen) and effect (what happened) and I shared examples of key words they might find in text.  Then the students reread pages 16 and 17, because they were already familiar with it, and attempted to identify an effect and turn it into a why did, or what caused question.  HW:  Read pages 18-23 and list unknown words.

Pink:  We practiced their sight word flashcards.  Then we reviewed cause (why did something happen) and effect (what happened).  After using some real life examples, we read pages 8 in our text and identified 2 examples of cuase and effect.  HW:  Read pages 9- 14 and list unknown words.

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