Thriving Thursday - REPORT CARD DAY

Today is flip flop day.  So we began with our math rotations.  During the teacher led rotation students created number lines using an index card as the unit fraction or whole.  Then we folded the index card to show fractional pieces.  After that, used the card to label the number line going up to 3.  SO, the difference today was we added in mixed numbers (ie 1 1/2).

During guided practice the children used dice to create a fraction.  Then, in their math journal, they wrote the fraction and showed it two ways, on a number line and as a part of a whole or set.

Finally, during the technology rotation, the students watched a Learn Zillion lesson about identifying fractions as a point on a number line using area models.  If they had extra time, they completed the guided practice.

There WILL be a quiz tomorrow!!  For homework the children have a fraction word problem worksheet.

After math the children went to music.

When they returned they began working on independent reading group assignments, completing the first paragraph of the character analysis and listening to author interviews and taking notes as to where they get their ideas.  I met with small groups.

Cheetahs:  I met with this group first because yesterday I had spent a great deal of time modeling how to answer the BCR I assigned to the group for independent work time.  I even posted a framework for them to use.  Their responses were disappointing.  So, we discussed this at the beginning of group.  I also gave them a chance to redo their work. 

After that, we reviewed their lists of unknown words from chapter 2 and discussed what we learned from reading it.  I also pointed out that chapter 1 had an even--the fisherman visited--but this chapter was more about giving us, the readers, background information that we will need to know to understand the rest of the story.  For HOMEWORK the children need to read chapter 3 and list unknown words.

Sharks:  We reread and discussed chapter 2.  Then we talked about Anna's feelings towards Grandpa (he annoys her becomes he complains so much) and identified the main event in the chapter (Grandpa is walking Anna to school because it is snowing and she doesn't want to miss the spelling bee).

For HOMEWORK the children need to read chapter 3 and list unknown words.

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

Dolphins:  I did another book introduction and then the children whisper read their new book.  When they finished they went back and marked the places in the book, with a sticky note, that told about different jobs people do at an aquarium.  For HOMEWORK the children need to reread their book.

Pandas:  The children used Image Quest to locate a picture of a fjord.  In group we used the pictures to understand what a fjord is.  Then we reviewed chapter 1.  WE spent time talking about reading carefully and visualizing what you read.  Also, I reminded the children that they should be prepared to discuss the discussion questions that are on their novel schedule.  If they can't, then they need to go back and reread!  For HOMEWORK the children need to read chapter 2.  In their RRJ they need to define retorted and draw a picture or create a comic to show its meaning.

We ended the day by reviewing map elements (borders, symbols key/legend, date, author and title).  Then we looked at a map of Virginia dating back to before Maryland was a state.

Students are bringing home their report cards today.  Look for them in your child's home folder!

Also, we are in need of tissues and sharpened pencils.  Thanks, in advance, for any donations!