Marvelous Monday!

Any Monday after a Redskins win is, be definition, MARVELOUS!

The students began their day in the media center with Mrs. Rose and Mrs. Dodson.  They explored the app called KeyNote on the iPads, in preparation for  creating a multimedia presentation which communicates why and how their action can support the community.

Upon returning to class, we dove right into math rotations.  Students working with me focused on sharing equally using division.  The guided practice rotation had students writing words problems (stating information and asking a question) using the picture cards from last week.  They also had to write a multiplication equation that matched their word problem.  Finally, the technology rotation had students working on the memorization of the basic addition and subtraction facts by visit two sites on Starfall.com.

For homework there is a division worksheet.

As you are probably aware, in math we have done away with the whole group lesson.  This has seemed to have a positive impact on student learning.  Currently, I am taking a class on blended learning.  To better understand this concept click here.
 

I fully believe that my time is best went with students in small group.  So, I will be implementing more blended learning, and less whole group instruction, into our day.

Today, we bypassed whole group instruction and went straight to small group and independent work, during our reading and writing block.

Students began by working on individual reading group assignments.  Then they watched an Educreations taped lesson, conducted by me, teaching how to construct the background information paragraph for the Inquiry Project.  There is a link to it on the third grade web site.  After that, the students read a book called The Big Green Pocketbook.  Then they used the text to identify 5 examples of services and 5 examples of goods, provided by businesses, on a t-chart, in their social studies journal.

Sharks:  We began a new book called Communities.  First, though, the students practiced reading and writing 5 new focus words; people, these, drive, often and different.  Then I did a book talk to help build background knowledge and vocabulary associated with the text.  We also used the pictures to make inferences.  Finally, we read pages 2-5.  For homework the children need to reread pages 2-5.

Dolphins:  First, the students practiced reading and writing 5 new focus words; animal, little, mouth, teeth and feather.  Then we focused on the -ou sound and did a word chain.  Next, I did a book talk for our new book, Hippos.  Finally, the students read pages 2-8.  For homework the students need to write their words 3 times each in their RRJ and reread pages 2-8.

Following lunch and outdoor recess the students continued working independently while I met with more groups.

Cheetahs:  The students watched an Educreations lesson teaching how to create a vocabulary entry in their RRJ.  Then they rewatched the lesson and created an entry for the word surface, in their RRJ.  IN group we reviewed their entries and correct (and clarified) mistakes.  Additionally, I modeled write about the main idea, and supporting it with specific examples from the text, for the Underwater Highlands section of their text.  Finally, we discussed the possible main idea of the entire book.  For HOMEWORK the students need to reread the entire book and think about the main idea.

Pandas:  The students rewatched the Educreations lesson about vocabulary entries and completed an entry, in their RRJ, for the word freeway.  In group we discussed their entries and corrected (and clarified) mistakes.  For HOMEWORK they need to read pages 6-9 and write 2 facts they learned from the text.

We ended the day with students, working collaboratively, to build vehicles for science.