## Wednesday, December 14, 2016

### Wonderful Wednesday

This morning, before the announcements, the children completed a daily language review activity and watched a lesson about root words, prefixes, and suffixes, on Brain Pop.  After the announcements we reviewed the daily language review AND made a chart of class expectations for the use of capital letters.  We posted the chart we made and the students understand that this is non-negotiable...they must use proper capitalization or their grades will reflect it.  After that we began our science lesson.

First, we looked at pictures to help us understand the definition of run-off.  Then we read an article to understand the problem the negative effects, of using fertilizer, on the environment.

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

During the small group instruction we solved PARCC type problems involving the conversion of measurements of length.  This was not "teaching to the test" but an effort to help the children see what conversion problems might look like.

During math with a partner, the students continued making measurement conversions, with Mrs. Byrne.

Finally, during the technology rotation, the children completed a measurement conversion assignment on Prodigy and worked on their basic fact fluency using Xtra Math.

There is a worksheet for HOMEWORK on GC - Holman's Homework.

After math, the students enjoyed lunch and outdoor recess.

When they returned to class, we began our literacy block.  I spent time reviewing the expectations for the third and fourth paragraphs of the Clarksburg community profile.  I modeled how to find the necessary information and how to elaborate on each.

WHile I met with guided reading groups the children wrote summaries for the chapters they read last night.  Then they continued working on their community profiles.  After that, they compared the same theme in various texts.

Pink:  We reviewed their sight word flashcards and reread chapter 8.  Then we orally rehearsed, several times, a summary for the chapter using, Somebody Wanted But So Then.  When the children returned to their seats, they wrote a summary for the chapter, independently.  For HOMEWORK the students need to read chapter 9 and write a sentence paraphrasing the main event on each page.

After the pink group, we enjoyed art with Mrs. Vanech.  Then we resumed our literacy block.

Blue: We reviewed chapter 4 and orally rehearsed a summary, using Somebody Wanted But So Then.  After that we previewed chapter 5 discussing what it means to be a Know-It-All/Do-It-All.  For HOMEWORK the children need to read chapter 5 and paraphrase the main event for each page on a sticky note.

Orange:  We reviewed their main events from each page in chapter 8 and then orally rehearsed a summary using Somebody Wanted But So Then.  After that, we previewed chapter 9 discussing the idea of being disrespectful to an authority figure.  For HOMEWORK the children need to read chapter 9 and paraphrase the main event on each age, on a sticky note.

Green:  We discussed chapters 12 and 13 and identified what all three kids have in common.  For HOMEWORK the children need to read chapter 14 and 15 and identify how they would describe Carlie using evidence from chapter 15.