Fabulous Friday!

The students began their day in PE.

Upon returning to the classroom, they took their math quiz.  These have been scored and returned to the children.  They should be stored  in the math section of the binder.  Check them out!!!

A word about grading the math quiz---to get a score of an ES, on the word problem section this week, the students had to have an equation that reflected an understanding of the problem, as part of their answer.  An ES reflects doing/showing more than was requested.  That's why, this week, I reserved the ES score for answers with equations.

By the way, ALL students would benefit greatly from memorizing the basic facts.  We are working on this through rotations and homework.  Two web sites that might help include; That's a Fact and Math Fact Cafe.

We began our reading and writing block by revisiting the narrative poem, "Mummy slept late so Daddy Cooked Breakfast".  We identified examples of similes within the poem and discussed that the words authors choose allow them to lend a voice to their writing. 

Next, the students were show the organizer they will use to research and plan their inquiry project.  We reviewed it briefly.  They will receive more in depth instruction next week.

While I meet with reading groups the students will complete reading groups assignments, revise their narrative poems to include a simile, finish the science experiment from earlier in the week, and practice writing the letters r and s in cursive.  If they have time, I have encouraged the students to look through the books related to their inquiry project topic and begin creating a list of tools.

Sharks:  We shared their unknown word lists from last night and chose 5 words on which to "focus".  Then we reread the chapter and discussed Gregory's feelings and motivations.

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

Dolphins:  We practiced reading and writing their focus words.  Then we reread the poem and identified the beginning, middle and end.  We practiced retelling it in group.  Back at their seats, the students wrote a brief summary retelling the beginning, middle and end.

Cheetahs:  The children reread chapter 5 and identified 2-3 examples of cause and effect in their RRJ.  In group we shared these and retold chapter 5 concentrating on the key events.

Pandas:  The students reread chapter 5 and identified 2-3 examples of cause and effect in their RRJ In group, we discussed whether or not it was a good idea for Claire to go to the meeting.

We ended the day by identifying and discovering 8 of the Wonders of Maryland.  As we read about each one, students evaluated whether it was a natural or human-made physical feature.  The they explained what made two of these "wonders".