## Thursday, December 15, 2016

### Thrilling Thursday - Interims

Wow...it is cold outside!!!!  Good thing our classroom is nice and warm.

Before the announcements, the children work on solving our Thursday puzzles and practiced identifying the meaning of words using the definition of their roots using this site.

After the announcements we began our science lesson.  We reviewed water run-off and the effects of fertilizer on the environment.  Then we read and discussed an article about road salts and the impact its usage has on the environment.  After that, the children reread the article, independently, and took notes on a capture sheet.

Next, we switched for math and took a Go Noodle brain break.  Then we reviewed last night's homework and completed an error analysis warm up.  After that, we began our math rotations.

During the small group instruction we solved problems involving the conversions of measurements.  During math with a partner, the children continued solving problems involving measurement conversions, with Mrs. Byrne.  Finally, during the technology rotation, the students completed an assignment on Ten Marks and then worked on their basic fact fluency using Xtra Math.

There is a  worksheet linked to GC - Holman's Homework for the children to do tonight.  We WILL have a formative, tomorrow, covering measurements conversions.

After math, the students enjoyed lunch and indoor recess.

Then we began our literacy block.  First we revisited the play, "Wali Dad", the poem, "Drop a Pebble in Water, " and the story, "Prot and Krot".  From each piece of literature, we identified evidence from the text that supported the theme of generosity.  After that, I explained that knowing the meaning of common word roots and affixes can help us determine the meaning of unknown words.

While I met with small groups and individual students, the children worked on writing their Clarksburg Community Profile.

Pink:  We red and discussed an excerpt from the story, 26 Fairmont Avenue, by Tomie DePaola.  Then the children reread it independently.  Finally, each child read part of the story to me and answered some comprehension questions for our informal, monthly reading assessment.  For HOMEWORK the children should reread chapter 9 of The Chalkbox Kid.

Blue:  The students read the story, "Justin and the Best Biscuits in the Wold", independently and then as a group.  After that, we met and read and discussed the text.  Then I met with individual students to conduct my monthly informal reading assessment.  For HOMEWORK the children need to reread chapter 4 of Jake Drake, Know-It-All.

Orange:  The children reread chapter 8 and wrote a summary using "Somebody Wanted But So Then.  For HOMEWORK they need to read chapter 9 and paraphrase the main event for each page.

Green:  The students read the story, "The Good Liar", independently and then as a group.    For HOMEWORK the children need to reread chapters 14 and 15.

PLEASE look for interim progress reports in your child's home folder this evening.  These are for you to keep.