## Wednesday, February 1, 2017

### Wonderful Wednesday

This morning, before the announcements, the children had time to catch up on unfinished work from our literacy block yesterday and continue working on their Writing Wednesday stories.  After the announcements we began our social studies block.

Today the children continued reading two pieces of non-fiction text to learn about the Spanish settlement of St. Augustine.  They captured important facts using a graphic organizer provided online.  Before working independently we discussed using text features such as, headings, captions, and bold print, to help identify relevant sections of text.  We also determined what information each section of the organizer required.

Next we switched for math and took a Go Noodle brain break.  Then we did a warm up and began our rotations.

During the small group rotation the children continued identifying the factors of numbers and whether or not it is prime or composite.  Some groups also played an online Soduko game which required their use of factors.  During math with a partner, the students engaged in math discourse as they played a game called, Factor Roll.  The students rolled two dice to create a 2 digit number.  Then they worked together to identify factors of that number and determined whether it was prime or composite.  Finally, during the technology rotation, the students practiced identifying factors of numbers using two online math games.

For HOMEWORK the students have to identify the factors for 49, 33, 17, 31, 16, 20, and 4.

After math, the students enjoyed lunch and outdoor recess.

When the students returned to class we began our literacy block.  First, we reviewed the idea of a theme being a message that can be applied to everyday like situations.  Then I modeled writing a frame for a written response identifying the theme, and evidence, of a myth.  After that, the children were told which weather "expert" group they would be working with to create a newsletter.  I then modeled how to write researchable questions using headings in the articles they will be using.

While I worked with small groups, the children reread their guided reading group's Persephone myth and wrote a response identifying the theme and using evidence to support it.  Then they worked int heir expert groups to write 4 researchable questions for their newsletter.

Pink and Blue:  I met with both groups together.  We reviewed their lists of unknown words from last night's reading homework.  After that we discussed possible theme of Persephone.  For HOMEWORK the children need to reread Persephone and mark places with an S where the setting affects the characters.

In the middle of our literacy block we took a break to enjoy art class.  After art we got back to work!

Orange:  We reviewed the concept of theme and retold the myth, Demeter & Persephone.  After that, we discussed possible themes for the myth.  For HOMEWORK the children need to reread Demeter & Persephone and mark places with an S where the setting affects the characters.

Green:  We reviewed the concept of theme and retold the myth, Demeter & Persephone.  After that, we discussed possible themes for the myth.  For HOMEWORK the children need to reread Demeter & Persephone and mark places with an S where the setting affects the characters.