## Monday, January 30, 2017

### Marvelous Monday - A New Beginning!!

Today begin the second half of the school year, as it is the first day of the third marking period.

Before the announcements, the students worked on a language review activity.  Afterwards we reviewed the two new thinking and academic skills we are focusing on this marking period; evaluating (facts, opinions, and sources of information) and thinking about how we learn.

Next, Ms. Snyder visited and did a lesson about kindness.  Together they watched, and discussed, a video featuring many different random acts of kindness.  Then they were given a list of acts of kindness they can do.  They have been challenged to do as many as possible by mid-February and then return the checked off list to Ms. Snyder.

When she left, we went over the language review warm up.

Then we switched for math and took a Go Noodle brain break.  Instead of a warm up we reviewed the EMAT the students took in class on Thursday.  Then we began our rotations.

During the small group instruction, we began by taking notes defining the terms factor and multiple.  Then we used the site, Factorize, and grid paper, to identify factors for the multiple 12.

During math with a partner, the children played a game called, Math Hockey, to practice identifying the factors of a multiple, or product.

Finally, during the technology rotation, the children watched a Learn Zillion lesson explaining how to use a t-chart to identify factor pairs for a given multiple.  Then they played Factor Dogs to practice identifying factors and their multiples.

Homework is posted on GC-Holman's Homework.

After math, the students enjoyed lunch and outdoor recess.

When they returned to class, we began our literacy block.

After announcing that we would be studying Greek mythology, I explained and provided examples of allusions we make in everyday language so that the students could see the connection between what they are learning and why.  After that, we reviewed how we use verbs to tell time by noticing the tenses used.  We then used a Power Point to understand the past, present, and future progressive tenses.

While I met with guided reading groups, the children worked independently on the following assignments.  First, they wanted the Greek myth, Demeter and Persephone, and completed a story map to represent it.  Next, the children watched a Learn Zillion lesson about the progressive forms of verbs.  They also completed a practice activity that supported the lesson.  Next, the children reviewed the topics we have studied in both science and social studies, using Google Classroom, and listed them in their writer's notebook.  After reviewing their list, they put a start next to 3-5 topics they might like to research further.

Pink and Blue:  Today I met with both groups together.  First we did some word work using the -ight spelling pattern.  Then we reviewed some vocabulary in the myth, "The Reason for the Seasons - Demeter and Persephone".  After that, I read the myth to the group and we discussed it.  For HOMEWORK the children need to reread the myth, number the paragraphs and mark places they like with a smiley face and confusing parts with a question mark.

Orange:  We read and discussed the Greek myth, Demeter & Persephone," and defined important vocabulary along the way.  For HOMEWORK the students need to reread the myth, number the paragraphs, and mark places they like with a smiley, and places that are confusing with a questions mark.

Green:  We read and discussed the Greek myth, Demeter & Persephone," and defined important vocabulary along the way.  For HOMEWORK the students need to reread the myth, number the paragraphs, and mark places they like with a smiley, and places that are confusing with a questions mark.