## Wednesday, January 4, 2017

### Wonderful Wednesday

This morning I introduced a new morning work - Writing Wednesday.  Each student was given a new writing journal.  This morning the students were told to draw a picture of a character, whom they created, and add words around the picture describing the character.  This will become the main character of their writing journal.  Each Wednesday, the children will work on writing a story involving this character.  It is my hope that this will improve writing skills, and, more importantly, spark a love of writing.

After discussing this new writing journal and sharing some main characters, we began our science lesson.  Students used various resources, provided online, to determine how meteorologists predict and forecast the weather.

Next, we switched for math and took a Go Noodle brain break.  After that, the students warmed up their math brain by identifying as many expressions as they could, in four minutes, equal to 365.  We reviewed last night's homework after sharing some of our expressions.  Then we began our math rotations.

During the small group instruction we practiced separating 3 digit numbers into multiples of either tens or hundreds to make division easier.  During math with a partner, the students worked on their division fluency by playing the board game, Remainders Race, again.  Finally, during the technology rotation, the students watched a Learn Zillion lesson about dividing 4-digit numbers by a 1-digit number, and took notes int heir math journal.  Then they worked on their division fluency using Math Monster Division.

There is a half sheet worksheet for HOMEWORK that is linked to GC - Holman's Homework.

After math, the students enjoyed lunch and outdoor recess.

When they returned to class, we began our literacy block.  I began by explaining and modeling how to use the organizer to draft a 3 paragraph business proposal.  Then, while I met with guided reading groups, the students reread their guided reading group article, numbered the paragraphs, and underlines the main idea in each paragraph.  After that, they revised their organizers, if needed, and began writing the first two paragraphs of their proposal.  Those who finished early, worked on the Christopher Columbus Origins, Destinations, and Goals chart.  If they still had time, they completed a WTW practice activity.

Pink:  First we reviewed their business proposal organizers.  After that I handed out a non-fiction article called, "Columbus Was an Explorer".  We numbered the paragraphs and reviewed vocabulary.  Then I read the article to the group.  For HOMEWORK the students need to reread the article and underline the main idea in each paragraph.

After the pink group, the students enjoyed art with their new teacher, Mr. Cosgrove.  Then we continued with our literacy block

Blue:  Independently the students reread their article, numbered the paragraphs, and underlined the main idea in each.  In group, we reread the paragraphs and determined the main idea of each.  Then we orally rehearsed summarizing the article using the main ideas.  For HOMEWORK the students need to reread the article and circle 3-5 key words that they will include in a written summary.

Orange:  Independently the students reread their article, numbered the paragraphs, and underlined the main idea in each.  In group, we reread the paragraphs and determined the main idea of each.  Then we orally rehearsed summarizing the article using the main ideas.  For HOMEWORK the students need to reread the article and circle 3-5 key words that they will include in a written summary.

Green:  Independently the students reread their article, numbered the paragraphs, and underlined the main idea in each. We met, in group, VERY briefly.  For HOMEWORK the students need to reread the article and circle 3-5 key words that they think will need to be included in a summary.