## Wednesday, April 26, 2017

### Wonderful Wednesday

This morning, the students worked on their Writing Wednesday stories.  Then, after the announcements, we began our Social Studies lesson.  After naming and briefly describing the three branches of government on the state and federal levels, the students were given several resources to use to learn more about each.  Then they began working on a Google Slides presentation showing the important facts about the three branches of government on the state and federal level.

As they worked, I met with several students to begin my monthly, informal reading assessments.

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

During our small group instruction we used the area model to multiply a 2 digit number by a multiple of ten.  During math with a partner, the students completed their decimal task cards or played Multiplication Way to work on their basic multiplication fact fluency.  Finally, during the technology rotation, the students watched a Learn Zillion lesson using an area model to multiply two 2-digit numbers, and took notes in their math journals.  Those who finished early worked on their basic facts using Xtra Math.

HOMEWORK is posted on GC - Holman's Homework.  The copy machine is still down.

After math, the students enjoyed math and outdoor recess.

When we returned to class, we began our literacy block.  First, we reviewed making inferences from poetry, which we began yesterday.  After that, we revisited similes and metaphors as the comparison of two seemingly unrelated things.  Then I modeled how to identify one in a poem and complete a chart explaining what it means.

While I met with individual students to continue my April informal reading assessments, the students completed identifying and explaining three inferences they made as they read the poem, "Oranges".  Then, they read through a few poems searching for a simile or metaphor.  Once they found one, they added it to our class Slides presentation and explained what it means.  Finally, they observed small portions of the from cover of the novel, Shiloh, and began making predictions about the story.

After reading, the students had art with Mr. Cosgrove.

Then, we began our writing lesson.  First, we reviewed the steps we've taken thus far to draft our odes.  Then, I modeled how to dd a simile to my model ode and make the necessary revisions.

While I continued my monthly informal reading assessments, the students revised their own odes to include a simile or metaphor.  If they had extra time, they worked on the reading activities listed above.

HOMEWORK is posted on GC - Holman's Homework.