Terrific Tuesday

This morning I was involved in a meeting in school.  So, the students were left in the extremely capable hands of Mrs. Benson, following my plans!

After going to art, the children returned to class and began their math rotations.

The teacher rotation focused on recognizing patterns in the 4s fact on a multiplication chart.  Identifying patterns will lead to quicker memorization.

The technology rotation had the students watching a Learn Zillion video using bar models to solve division word problems.  After viewing the lesson, the children completed the guided practice in their math journal.

Finally, the guided practice rotation had students working with partners to build arrays, using the Building Arrays web site, and write a multiplication and division equation for each.

There is a worksheet for HOMEWORK focusing on the patterns in the 4s facts.

Before going to lunch and recess the students reviewed the idea that poetry is an avenue to communicate thoughts and ideas in a new and different way.   Then we identified the difference between literal and non-literal language.  I introduced figurative language (non-literal) as a tool box full of tools (such as similes and metaphors) that writers use to communicate their ideas so that their readers form a picture in their minds similar to the one the writer has.

Next I introduced similes and metaphors as two ways to compare seemingly unrelated things.  Similes make the comparison using "like" or "as".  Metaphors don't.  An example of a simile is, My pillow is as hard as a rock".  An example of a metaphor is, "The linebacker was a steamroller."

Following lunch and recess I reviewed the independent work assignments.  Students worked on individual reading group assignments.  They also watched a video about similes and metaphors.  After that, they wrote an d illustrated an example of each in their RRJ.  Next, they practiced writing the letters h and k in cursive.  Since time was short, they were told, repeatedly, that these assignments would roll over to tomorrow.

Sharks:  We didn't meet.  :-(

Dolphins:  We practiced reading and writing their focus words.  We also discussed the problem in the story and related the actions to it.  Then we read page 10.  For HOMEWORK the students need to read page 10, twice, working on fluency.

Cheetahs:  The students re watched the Educreations lesson about vocabulary entries.  Then they chose two unknown words from last night's homework and created vocabulary entries for them in their RRJ.  In group we reviewed the format for vocabulary entries and I clarified a few misconceptions.  Then we discussed the problem in chapter 1.

Pandas:  The students reread chapter 1.  In their RRJ they identified a title for this chapter and used specific details from the book to support/explain their choice.  Then they re watched the Educreations lesson on vocabulary entries and chose one word from their homework last night to create an entry in the vocabulary section of their RRJ.  IN group we reviewed their assignments and I reminded the children that they are not expected to complete both assignments today...they will carry over until tomorrow.  We discussed chapter 1 and I answered questions they identified for homework last night.

ALL STUDENTS have a cause and effect HOMEWORK assignment on Edmodo tonight.  Those who do not have Internet access can complete it in class during morning work tomorrow.


We ended the day with the students working collaboratively to identify the physical properties of objects.