Tuesday, December 6, 2016

Terrific Tuesday

This morning, before the announcements, the children practiced their keyboarding skills using Typing Club.  After the announcements we had a quick class meeting about responsibility, completing classwork on time, and homework.

After our chat, we began our social studies lesson.  Today was the third, and final, day the children had to complete their land use maps.  Originally, they had color coded the map to include 5 different zones.  Today they were instructed to add details to each zone.

As they worked I met with a reading group.

Pink:  We practiced reading words ending in a -y.  Then we reviewed their homework from last night and used it to write a summary of chapter 4.  After that, we previewed chapter 5.  For HOMEWORK the students needs to read chapter 5 and write one sentence, telling the most important event/idea, at the end of each page.

Next we switched for math and took a Go Noodle brain break.  Then we did an Eliminate One math warm up and reviewed last night's math homework.

After that, we reviewed and posted, on the classroom walls, 2 resources to help the students convert metric units.  Then we began our rotations.

During the small group instruction we continued converting metric units but today we used a two column table to do so.  During math with  a partner, the students engaged in math discourse, with the help of Mrs. Byrne, to continue converting metric units.  Finally, during the technology rotation,  the students watched a Khan Academy lesson and completed a practice activity to convert metric units.

There is a worksheet, posted on GC - Holman's Homework, for students to complete this evening.

After math, the students enjoyed lunch and indoor recess.  Then they went to PE with Mr. Smith.

When they returned to class, we began our literacy block.  We reviewed the research organizer that they began with Mrs. Allaire yesterday.  Then I modeled writing a poem about Kickboxing, including some of my similes and metaphors that I had written yesterday.

While I met with more reading groups, the students worked on completing their research organizer for the inquiry project and wrote a poem using similes and metaphors.

Blue:  We met and the students expressed that they are struggling to remember what they are reading.  So, we went back through chapter 2, read each page, visualizing along the way.  Then we wrote one sentence at the bottom of each page stating the main idea/event.

Orange:  We began group with a discussion that led to students admitting that when they read, they often struggle to remember, or understand, what happened in the text.  We shared some of the strategies they currently use.  Then I modeled how to stop after reading a paragraph or two, visualize what they read, and then at the end of each page, write one sentence about the main idea or event.  I modeled doing this for two pages and then the children practiced with a third.  For HOMEWORK the students need to read pages 25-32 and write one sentence, at the end of each page, paraphrasing the most important event/idea.

Green:  We retold and discussed chapters 4 and 5.  For HOMEWORK the students need to read chapters 6 anad 7, marking places that confuse (?), surprise (!), and that they like :-).

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