After beginning their day in music, the students returned to class to review base words, prefixes and suffixes. We discussed the idea that breaking an unknown word apart and knowing the meaning of the root (or base) word and it's prefix and/or suffix, can help you comprehend it. Then the students formed groups with students based upon the root word in the word cards they were given. In their group they used the definition of the base word and knowledge of prefixes and suffixes to identify the meaning of the new word and then use it, correctly, in a sentence.
Next, we watched a Power Point slide show that defined and gave examples of conjunctions, simple sentences and complex sentences.
Then we took our weekly math quiz.
After eating lunch, the children will pack up and get ready for dismissal.
In case you are curious, teachers stay at school on early dismissal days to grade and plan for instruction! :-)
Have a wonderful weekend!
Friday, September 28, 2012
Thursday, September 27, 2012
Thursday
After beginning their day in art, the students returned to class and we used the book Forces and Motion to identify the main idea in sections of text. My key teaching points included using text features, rereading topic sentences and thinking about how all of the ideas fit together.
Next I modeled using Live Binder to complete the next section of the community action plan graphic organizer; What do they need to do?
While I meet with reading groups the students will continue researching their topic using Live Binder and complete individual reading group assignments.
Yellow Jackets: Independently they will read chapter 4 and write questions, on sticky notes, they have as they read. If they do not finish this in class, it becomes homework. In group, I modeled writing a summary for chapter 3 and explained that a summary tells the big ideas (main events) from the beginning, middle and end of the chapter...details should be avoided! We also discussed that a summary should be 3-5 sentences (or possibly 5-8 depending on the length of text they are summarizing) and counted they sentences in my summary....which totaled 4! Go me!! :-)
In math we learned another subtraction strategy. This strategy is useful when subtractions across zeros in the ones and tens column. View it here. While students worked independently on solving two subtraction problems, Mrs. Head and I both pulled small groups of students.
My group practiced using the number line strategy to solve addition problems. Mrs. Head pulled two groups. One group worked on rounding number to the nearest ten. The other worked on rounding numbers to the nearest hundred.
For homework the students need to complete the last two problems on the subtraction worksheet. There will be a quiz tomorrow...use last week's quiz to study...tomorrow's quiz will be very similar!!!
Following lunch and a sticky outdoor recess the children continued their independent work while I met with more reading groups.
Sharks: In group we discussed the problem and solution in Trip to Freedom, specifically that the solution must match the identified problem. Then I modeled writing a good response to the prompt they answered on Tuesday. Independently they reread Trip to Freedom and identified what they think the author's message might be on a sticky note. IF they don't finish this in school today. it becomes homework tonight.
Cheetahs: Independently the children read chapter 3 and wrote questions they had in their minds as they read the chapter, on a sticky note. In group we reviewed the BCR they answered on Tuesday, in particular stressing that when you write about a change you need to identify how you were in the beginning and then at the end. Then I modeled writing a response to the prompt they answered.
Snakes: Independently the children partner read their book. Then we reread the book in group and determined the main idea by locating important facts from the book. Tonight they need to reread the book, working on fluency.
The students ended the day by working in groups to test their ideas of how to determine if 2 different balls were rolled the same distance, how could we compare the speeds. The groups decided on a method and chose materials in order to test their ideas.
Remember that tomorrow is an early release day!
Next I modeled using Live Binder to complete the next section of the community action plan graphic organizer; What do they need to do?
While I meet with reading groups the students will continue researching their topic using Live Binder and complete individual reading group assignments.
Yellow Jackets: Independently they will read chapter 4 and write questions, on sticky notes, they have as they read. If they do not finish this in class, it becomes homework. In group, I modeled writing a summary for chapter 3 and explained that a summary tells the big ideas (main events) from the beginning, middle and end of the chapter...details should be avoided! We also discussed that a summary should be 3-5 sentences (or possibly 5-8 depending on the length of text they are summarizing) and counted they sentences in my summary....which totaled 4! Go me!! :-)
In math we learned another subtraction strategy. This strategy is useful when subtractions across zeros in the ones and tens column. View it here. While students worked independently on solving two subtraction problems, Mrs. Head and I both pulled small groups of students.
My group practiced using the number line strategy to solve addition problems. Mrs. Head pulled two groups. One group worked on rounding number to the nearest ten. The other worked on rounding numbers to the nearest hundred.
For homework the students need to complete the last two problems on the subtraction worksheet. There will be a quiz tomorrow...use last week's quiz to study...tomorrow's quiz will be very similar!!!
Following lunch and a sticky outdoor recess the children continued their independent work while I met with more reading groups.
Sharks: In group we discussed the problem and solution in Trip to Freedom, specifically that the solution must match the identified problem. Then I modeled writing a good response to the prompt they answered on Tuesday. Independently they reread Trip to Freedom and identified what they think the author's message might be on a sticky note. IF they don't finish this in school today. it becomes homework tonight.
Cheetahs: Independently the children read chapter 3 and wrote questions they had in their minds as they read the chapter, on a sticky note. In group we reviewed the BCR they answered on Tuesday, in particular stressing that when you write about a change you need to identify how you were in the beginning and then at the end. Then I modeled writing a response to the prompt they answered.
Snakes: Independently the children partner read their book. Then we reread the book in group and determined the main idea by locating important facts from the book. Tonight they need to reread the book, working on fluency.
The students ended the day by working in groups to test their ideas of how to determine if 2 different balls were rolled the same distance, how could we compare the speeds. The groups decided on a method and chose materials in order to test their ideas.
Remember that tomorrow is an early release day!
Tuesday, September 25, 2012
Twisted Tuesday
We have a few schedule changes in store for today...that explains my title for today's blog! :-)
The students began the day in PE. When they returned to class, I was in a meeting. Mrs. Benson read the book Forces and Motion to the class and began identifying examples of cause and effect. After that the students worked on independent reading group assignments and practiced writing the letters f, j and p in cursive.
Yellow Jackets: This group used last night's homework to write a summary of chapter 3 in their RRJ.
Cheetahs: This group reread chapter 2 and identified how Ben's feelings changed in their RRJ.
Sharks: This group read pages 13-20 with a partner from their group and then identified the problem and solution in the book, in their RRJ.
Snakes: This group got their new book and read it with Mrs. Ambrosi. Then they answered the questions in the back of the book in their RRJ.
In math we reviewed decomposing base ten blocks to solve subtraction problems. Then the students practiced using this strategy to solve two problems on their own. I pulled a small group to work on this strategy. There is no homework tonight.
After enjoying lunch and outdoor recess the children will attend an SGA assembly. They will listen to speeches given by students in grades 4 and 5 who are running for an SGA office. When we return to class they will vote for SGA officers. Then they will listen to their classmates who want to be SGA representatives and vote.
The children will end their day with a visit to the media center.
Remember, due to a Jewish holiday, there is no school tomorrow. Also, Friday is an early release day.
The students began the day in PE. When they returned to class, I was in a meeting. Mrs. Benson read the book Forces and Motion to the class and began identifying examples of cause and effect. After that the students worked on independent reading group assignments and practiced writing the letters f, j and p in cursive.
Yellow Jackets: This group used last night's homework to write a summary of chapter 3 in their RRJ.
Cheetahs: This group reread chapter 2 and identified how Ben's feelings changed in their RRJ.
Sharks: This group read pages 13-20 with a partner from their group and then identified the problem and solution in the book, in their RRJ.
Snakes: This group got their new book and read it with Mrs. Ambrosi. Then they answered the questions in the back of the book in their RRJ.
In math we reviewed decomposing base ten blocks to solve subtraction problems. Then the students practiced using this strategy to solve two problems on their own. I pulled a small group to work on this strategy. There is no homework tonight.
After enjoying lunch and outdoor recess the children will attend an SGA assembly. They will listen to speeches given by students in grades 4 and 5 who are running for an SGA office. When we return to class they will vote for SGA officers. Then they will listen to their classmates who want to be SGA representatives and vote.
The children will end their day with a visit to the media center.
Remember, due to a Jewish holiday, there is no school tomorrow. Also, Friday is an early release day.
Monday, September 24, 2012
Marvelous Monday
This morning we held our second class meeting. As a reminder, I use these meetings to allow the children to have a say in our classroom and build an atmosphere of trust and respect. After orally completing the prompt, "I wish...", we shared compliments and discussed some challenges.
Next we spent time identifying text features in an online non-fiction text and described how the text features strengthened our comprehension.
Then we shifted our focus to writing. First we reviewed the sections of the community action planner that had been completed last week. Then I modeled how to begin the web (the back side of their planning sheet) by describing their idea and explaining who it would benefit.
Independent work today included using Live Binder to explain their idea and who it would benefit. Additionally, they practiced writing the letters r and s in cursive.
Reading Groups
Yellow Jackets: We discussed Kyle's dilemma...his team thinks he is a hero for catching a ball that he knows he did not catch. Tonight the children need to reread chapter 3 and illustrate the beginning, middle and end of the chapter in their RRJ.
In math we decomposed hundreds to help us subtract across zeros. You can find today's lesson here or under the lesson tab on the blog. For homework the children need to solve the problem 300-186=. using today's strategy, in their math journal. There are two examples in their math journal to help!
Following lunch and recess I met with the entire class to clarify the choice of topics for the community action plan. Then the children continued working independently as I called more reading groups.
Reading Groups
Sharks: We continued reading and discussing their book. For homework they need to reread pages 3-13 (working on fluency) and identify the problem in the story, on the sticky note I gave them in group today.
Cheetahs: We reviewed chapter 1 and found evidence in the text suggesting that Ben's aunt is not mean. For homework the children need to read chapter 2 and identify the main event on the sticky note I handed out in group today.
Snakes: I collected their old books and we began some word work preparing for their next book. Our group was cut short. We didn't finish the lesson, so there is no reading homework for this group.
We ended the day by reviewing the elementary engineering design process, provided by MCPS where the children identify a problem, generate ideas, develop solutions, test and refine solutions and present their findings. Then I defined a problem for the class: How can we test 2 different balls that were rolled the same distance, at different times, to compare their speeds?
The children worked in their table groups to brainstorm ideas. We shared these ideas out and decided that we would roll the balls down a ramp that has a set ending point. Then we would time how long it took each ball to roll the distance. WE will use materials in our science kit to test this solution later in the week.
Since we do not have school on Wednesday, we will visit the media center TOMORROW afternoon!
Also, students wishing to run for our classroom SGA representative need to bring their speech tomorrow to read to our class.
One more thing--if you are interested in being a room parent or helping the room parent, please email me ASAP!
Next we spent time identifying text features in an online non-fiction text and described how the text features strengthened our comprehension.
Then we shifted our focus to writing. First we reviewed the sections of the community action planner that had been completed last week. Then I modeled how to begin the web (the back side of their planning sheet) by describing their idea and explaining who it would benefit.
Independent work today included using Live Binder to explain their idea and who it would benefit. Additionally, they practiced writing the letters r and s in cursive.
Reading Groups
Yellow Jackets: We discussed Kyle's dilemma...his team thinks he is a hero for catching a ball that he knows he did not catch. Tonight the children need to reread chapter 3 and illustrate the beginning, middle and end of the chapter in their RRJ.
In math we decomposed hundreds to help us subtract across zeros. You can find today's lesson here or under the lesson tab on the blog. For homework the children need to solve the problem 300-186=. using today's strategy, in their math journal. There are two examples in their math journal to help!
Following lunch and recess I met with the entire class to clarify the choice of topics for the community action plan. Then the children continued working independently as I called more reading groups.
Reading Groups
Sharks: We continued reading and discussing their book. For homework they need to reread pages 3-13 (working on fluency) and identify the problem in the story, on the sticky note I gave them in group today.
Cheetahs: We reviewed chapter 1 and found evidence in the text suggesting that Ben's aunt is not mean. For homework the children need to read chapter 2 and identify the main event on the sticky note I handed out in group today.
Snakes: I collected their old books and we began some word work preparing for their next book. Our group was cut short. We didn't finish the lesson, so there is no reading homework for this group.
We ended the day by reviewing the elementary engineering design process, provided by MCPS where the children identify a problem, generate ideas, develop solutions, test and refine solutions and present their findings. Then I defined a problem for the class: How can we test 2 different balls that were rolled the same distance, at different times, to compare their speeds?
The children worked in their table groups to brainstorm ideas. We shared these ideas out and decided that we would roll the balls down a ramp that has a set ending point. Then we would time how long it took each ball to roll the distance. WE will use materials in our science kit to test this solution later in the week.
Since we do not have school on Wednesday, we will visit the media center TOMORROW afternoon!
Also, students wishing to run for our classroom SGA representative need to bring their speech tomorrow to read to our class.
One more thing--if you are interested in being a room parent or helping the room parent, please email me ASAP!
Thursday, September 20, 2012
Thriving Thursday
The children began their day in art. When they returned to class, Mrs. Ambrosi and I showed the students how to create buttons on the iPads so they can easily get to Internet sites from the home page. Then they made a button to get straight to Live Binder and continued brainstorming actions they can take to improve their environment. After that, they chose an action that interested them the most.
Both reading and math were shortened today due to a math assessment called MAP-P. This is a computerized, self-adjusting, 52 question math test that the children will take three times a year, similar to MAP-R. This assessment helps guide our planning and instruction.
After Map-P we returned to class, went over last night's math homework, handed out homework for tonight (math) and reviewed 4 strategies that can be used to solve subtraction problems. Two strategies are located under the lessons tab on our blog, another is the regular algorithm and the final one was using a number line.
Following lunch and outdoor recess, Mrs. Howard spoke to the entire third grade about SGA elections for classroom representatives. An informational note is coming home this evening. Basically, is your child want to be a class representative, they must prepare a 1-2 minute speech to be presented in class next Tuesday, 9/25.
After that, the students worked on completing their community action planning sheet, using Live Binder, and any other unfinished work. I pulled a couple of reading groups. Due to interruptions in our regular schedule I was not able to meet with all groups.
Yellow Jackets: We shared the student's titles for chapter 1 (last night's homework) and reread chapter 1.
Cheetahs: We shared the student's RRJ responses about their dragons (last night's homework).
Snakes: We discussed the answers to the comprehension questions in the back of their books. The students located and labelled these answers with sticky notes. Tonight they need to reread their books, working on fluency.
We ended the day watching a social studies video about rules and laws.
I will be out of the building tomorrow. There will not be a blog post. Some highlights for tomorrow include:
Both reading and math were shortened today due to a math assessment called MAP-P. This is a computerized, self-adjusting, 52 question math test that the children will take three times a year, similar to MAP-R. This assessment helps guide our planning and instruction.
After Map-P we returned to class, went over last night's math homework, handed out homework for tonight (math) and reviewed 4 strategies that can be used to solve subtraction problems. Two strategies are located under the lessons tab on our blog, another is the regular algorithm and the final one was using a number line.
Following lunch and outdoor recess, Mrs. Howard spoke to the entire third grade about SGA elections for classroom representatives. An informational note is coming home this evening. Basically, is your child want to be a class representative, they must prepare a 1-2 minute speech to be presented in class next Tuesday, 9/25.
After that, the students worked on completing their community action planning sheet, using Live Binder, and any other unfinished work. I pulled a couple of reading groups. Due to interruptions in our regular schedule I was not able to meet with all groups.
Yellow Jackets: We shared the student's titles for chapter 1 (last night's homework) and reread chapter 1.
Cheetahs: We shared the student's RRJ responses about their dragons (last night's homework).
Snakes: We discussed the answers to the comprehension questions in the back of their books. The students located and labelled these answers with sticky notes. Tonight they need to reread their books, working on fluency.
We ended the day watching a social studies video about rules and laws.
I will be out of the building tomorrow. There will not be a blog post. Some highlights for tomorrow include:
- math quiz
- using root words, prefixes and suffixes to identify the meaning of words
- identifying and sorting common and proper nouns
- reading and discussing how citizens in our country choose leaders
Wednesday, September 19, 2012
Wonderful Wednesday
This morning the children began their day with a visit to the media center.
When they returned to class we reviewed the characteristics of realistic fiction and the idea of the central message (author's message, theme, main idea, etc.) in a text. Right now I am using central message, theme, author's message interchangeably. The students have been told that the author doesn't explicitly state the central message. Instead, as good readers, we have to infer it by looking for repeated ideas and seeing how the main details, events or ideas fit together.
We read the book Tonight is Carnaval and started to identify repeated ideas and key points in the text. We will revisit the text tomorrow and use these details to help us determine the central message.
After that, I reviewed the concept for our next writing assignment. The students will be choosing an action, either environmental or health and wellness related, that will help improve our community. They will write a piece where they state their opinion and use research to back up their idea.
Today they were given a planning sheet and instructed to work with a partner to list topic ideas, from Live Binder, for environmental and health and wellness topics.
While students worked on finishing their publishing from last week, the organizer I described above and individual reading group assignments, I met with reading groups.
Yellow Jackets: We shared important information they highlighted in their baseball articles. After that they read chapter 1 independently. For homework they need to reread chapter 1 and write a title for the CHAPTER, on the sticky note provided, with a BRIEF explanation. The title should be short, catchy and reflect the events in the chapter.
After completing our math warm up we reviewed each problem in last night's homework. Then I introduced a new subtraction strategy, decomposing using compensation. You can view the lesson here.
After the whole group lesson, Mrs. Head and I each pulled a small group to practice using the base ten block decomposition strategy from last night's homework. The rest of the children had a follow up worksheet from today's whole group lesson. There was an iPad available for the children to review my lesson using Educreations.
There is a worksheet for homework. Feel free to use the link above to help!
After enjoying lunch and recess the students continued working on their independent work and I continued meeting with reading groups.
Cheetahs: I collected their Teamwork book and introduced our next book, a realistic fiction novel called Different Dragons. Since the book is realistic fiction, the dragon in the title is obviously not a mythical, fire-breathing creature. Instead it is symbolic of, the main character, Ben's fears. We had a great discussion, in group, about our own personal dragons. Tonight, for homework, the children need to describe in detail one of their own dragons. This response should be at least 3-5 sentences.
Sharks: I collected their A Chair for My Mother books and handed out a new book, Trip to Freedom. We discussed the fact that many Vietnamese people came to America in search of a better life. For homework tonight the children need to read pages 3-7 and list unknown words on the sticky note I gave them.
Snakes: The students received a new book today. We did some word work using white boards and vocabulary from the new book. Then we read the book aloud in group. For homework tonight they need to reread the book working on fluency.
We ended the day reviewing the concept of gravity and viewing a video clip in which some students built a roller coaster for a marble.
When they returned to class we reviewed the characteristics of realistic fiction and the idea of the central message (author's message, theme, main idea, etc.) in a text. Right now I am using central message, theme, author's message interchangeably. The students have been told that the author doesn't explicitly state the central message. Instead, as good readers, we have to infer it by looking for repeated ideas and seeing how the main details, events or ideas fit together.
We read the book Tonight is Carnaval and started to identify repeated ideas and key points in the text. We will revisit the text tomorrow and use these details to help us determine the central message.
After that, I reviewed the concept for our next writing assignment. The students will be choosing an action, either environmental or health and wellness related, that will help improve our community. They will write a piece where they state their opinion and use research to back up their idea.
Today they were given a planning sheet and instructed to work with a partner to list topic ideas, from Live Binder, for environmental and health and wellness topics.
While students worked on finishing their publishing from last week, the organizer I described above and individual reading group assignments, I met with reading groups.
Yellow Jackets: We shared important information they highlighted in their baseball articles. After that they read chapter 1 independently. For homework they need to reread chapter 1 and write a title for the CHAPTER, on the sticky note provided, with a BRIEF explanation. The title should be short, catchy and reflect the events in the chapter.
After completing our math warm up we reviewed each problem in last night's homework. Then I introduced a new subtraction strategy, decomposing using compensation. You can view the lesson here.
After the whole group lesson, Mrs. Head and I each pulled a small group to practice using the base ten block decomposition strategy from last night's homework. The rest of the children had a follow up worksheet from today's whole group lesson. There was an iPad available for the children to review my lesson using Educreations.
There is a worksheet for homework. Feel free to use the link above to help!
After enjoying lunch and recess the students continued working on their independent work and I continued meeting with reading groups.
Cheetahs: I collected their Teamwork book and introduced our next book, a realistic fiction novel called Different Dragons. Since the book is realistic fiction, the dragon in the title is obviously not a mythical, fire-breathing creature. Instead it is symbolic of, the main character, Ben's fears. We had a great discussion, in group, about our own personal dragons. Tonight, for homework, the children need to describe in detail one of their own dragons. This response should be at least 3-5 sentences.
Sharks: I collected their A Chair for My Mother books and handed out a new book, Trip to Freedom. We discussed the fact that many Vietnamese people came to America in search of a better life. For homework tonight the children need to read pages 3-7 and list unknown words on the sticky note I gave them.
Snakes: The students received a new book today. We did some word work using white boards and vocabulary from the new book. Then we read the book aloud in group. For homework tonight they need to reread the book working on fluency.
We ended the day reviewing the concept of gravity and viewing a video clip in which some students built a roller coaster for a marble.
Tuesday, September 18, 2012
Wet Tuesday
The students began their day with PE.
When the students returned to class we analyzed an informational Power Point about Folk Art. AS a group, we read and discussed the text and used strategies such as repetition of words and phrases, as well as, background knowledge to determine the central message.
After that, I introduced our next writing assignment. The students will be choosing a way to contribute to the community and formulating an opinion about it. They will research this idea using Live Binder and then writing about their opinion using the facts they have gathered.
While I meet with reading groups today the students will complete their first writing piece. Then they will explore Live Binder with partners using lap tops. Some groups will also have individual reading group assignments.
Yellow Jackets: The students were given an article about baseball. They are to read the article and highlight important information they need to know about playing the game. This will build background information to help them understand our next novel, Winners Take All. In group I gave a mini lesson about highlighting...what to highlight and how much to highlight. Then we practiced reading three of the paragraphs and highlighting the important information. The students were then released to finish reading and highlighting the article IN CLASS. For homework they are to reread the article and share three facts they learned, from the article, with an adult.
In math we reviewed the strategy of decomposing tens and hundreds to subtract numbers by viewing the educreations lesson I posted on Friday. Then we did an additional problem, together in class. After that, the children worked independently to solve three subtraction problems using the base ten block decomposition strategy while I pulled small groups.
One group practiced rounding three digit numbers to the nearest ten. Another groups practiced rounding three digit numbers to the nearest hundred. Finally, a third group practiced composing tens and hundreds to add two three-digit addends.
There is a decomposing using base-ten blocks worksheet for homework.
Following lunch and indoor recess the children continued their independent work and I met with more reading groups.
Cheetahs: We met and reviewed the vocabulary entry that we did together, in group, on Friday. Then the students did an entry for the word math, independently, and turned it in for a score.
Sharks: We learned how to use the thesaurus and then finished, in group, the entry we started on Friday. Then the children did a vocabulary entry for the word spoil, independently, for a score.
Snakes: We finished reading our book and set up RRJs. Then the children answered the question, "What is your favorite sandwich? How would you make it?" independently for a score. For homework they need to reread pages 12-16 for fluency!!!
We ended the day by defining gravity and viewing some of Galileo's experiments to learn more about how gravity effects the rate of speed at which two objects fall. Click here to see what we did.
When the students returned to class we analyzed an informational Power Point about Folk Art. AS a group, we read and discussed the text and used strategies such as repetition of words and phrases, as well as, background knowledge to determine the central message.
After that, I introduced our next writing assignment. The students will be choosing a way to contribute to the community and formulating an opinion about it. They will research this idea using Live Binder and then writing about their opinion using the facts they have gathered.
While I meet with reading groups today the students will complete their first writing piece. Then they will explore Live Binder with partners using lap tops. Some groups will also have individual reading group assignments.
Yellow Jackets: The students were given an article about baseball. They are to read the article and highlight important information they need to know about playing the game. This will build background information to help them understand our next novel, Winners Take All. In group I gave a mini lesson about highlighting...what to highlight and how much to highlight. Then we practiced reading three of the paragraphs and highlighting the important information. The students were then released to finish reading and highlighting the article IN CLASS. For homework they are to reread the article and share three facts they learned, from the article, with an adult.
In math we reviewed the strategy of decomposing tens and hundreds to subtract numbers by viewing the educreations lesson I posted on Friday. Then we did an additional problem, together in class. After that, the children worked independently to solve three subtraction problems using the base ten block decomposition strategy while I pulled small groups.
One group practiced rounding three digit numbers to the nearest ten. Another groups practiced rounding three digit numbers to the nearest hundred. Finally, a third group practiced composing tens and hundreds to add two three-digit addends.
There is a decomposing using base-ten blocks worksheet for homework.
Following lunch and indoor recess the children continued their independent work and I met with more reading groups.
Cheetahs: We met and reviewed the vocabulary entry that we did together, in group, on Friday. Then the students did an entry for the word math, independently, and turned it in for a score.
Sharks: We learned how to use the thesaurus and then finished, in group, the entry we started on Friday. Then the children did a vocabulary entry for the word spoil, independently, for a score.
Snakes: We finished reading our book and set up RRJs. Then the children answered the question, "What is your favorite sandwich? How would you make it?" independently for a score. For homework they need to reread pages 12-16 for fluency!!!
We ended the day by defining gravity and viewing some of Galileo's experiments to learn more about how gravity effects the rate of speed at which two objects fall. Click here to see what we did.
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