Terrific Tuesday! Welcome Fall!!!

The students began their day in art.

When we returned to class, I introduced today's math rotations.

The teacher rotation had students using centimeter grid paper to identify the area of rectangles.  After gluing grid paper into a given rectangle, the students wrote repeated addition equations and solved them.

At the technology rotation, the students used the virtual manipulative web site to create rectangles on a virtual geoboard.  Then they wrote repeated addition sentences, in their math journal, and solved them to identify the area of the figure.

The final rotation had students playing addition war with a partner.  The winner was the student who ended up with the most cards at the end of the game.  Each turn involved both students turning over one card.  The winner of the round was the first student to correctly call out the sum of the two cards.

For HOMEWORK students need to finish the activity they began in small group with me.

Our reading and writing block focused on the inquiry project.  First we reviewed the steps of the research process.  Then we revisited the model paper and identified different examples that were evident.  These are now in the writing section of your child's binder and should be used as a model (sorry to be redundant).  After that, I modeled using a hamburger graphic organizer to plan for the first paragraph, stating an opinion, of the inquiry paper.


While I met with reading groups, students completed individual reading group assignments and worked on their opinion paragraph graphic organizer.

Sharks:  We quickly practiced their words for this week; said, reason, expect, energy and time.  Then they whisper read page 14, as I leaned in to listen to each one read.  For homework the children need to reread page 14.

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

Dolphins:  The students watched a Learn Zillions video about identifying the main idea.  Then they completed a 3-2-1 summarizer stating 3 new ideas they learned, 2 ideas they plan to try and 1 question they have.  After that, I discovered this group was struggling with both the text of the National Geographic and text features in general.  I was SO glad the children told me.  Immediately, we changed directions--we began reviewing text features.  For HOMEWORK the students need to find the 6 text features I highlighted on the WS they are bringing home this evening and list the page number and what information that goes along with each one.  Hopefully, this will help them review, identify and understand some common text features.

Cheetahs:  The students reread "In Living Color" and, in their RRJ, identified the main idea and used key details to explain their thinking.  In group we shared their repeated words from homework last nights and discussed which helped lead to the main idea.  For homework the students need to read their RRJ entry, from independent work in school today, to an adult and make any needed improvements.

Pandas:  The students viewed a lesson about retelling information from a chapter through Learn Zillions.  Then they reread chapter 13 (my goof!) and retold the chapter in their RRJ.  For homework they need to read chapter 15.

We ended the day with science.  Quickly we reviewed the idea of a variable and I explained that when testing a variable, everything else needs to be the same.  The students then worked in table groups to explore how changing the surface, using different variables (ex. sand paper, foil, wax paper, etc.)effects both the speed and distance an object travels.  Students will continue tomorrow!

Updates:  Homeless walk is tomorrow!  Also, follow me on Twitter....@runnerdana!  You can see a picture from our science exploration today!