This morning, the students practiced keyboarding skills, read quietly or worked on the buckets they began during our guidance lesson yesterday afternoon.
Next we began our math rotations. During the teacher led small group instruction, the students used the Internet site Pan Balance Numbers to solve for unknowns in various positions. A couple of important points from this lesson...the equal sign does NOT mean the answer is, it means that both sides of the equation have the same value, and we can use partial sums to solve for an unknown.
During math with a partner the students worked with a partner to make 10 equations true by placing each digit (0-9) once on the game board. Once again, the emphasis was on math discourse, using appropriate vocabulary Students had a chance to work on basic fact fluency by visiting Subtraction Speed Grid during the tech portion of math.
Math HOMEWORK tonight is on Google Classroom. In case there is an issue, the students should visit the Pan Balance Numbers web site to solve the equation, ? +248 = 799.
After math we enjoyed a much needed Go Noodle brain break. I spoke to the children about the positive impact of movement breaks. One students even shared that he had felt grumpy prior to our break but after moving around he felt much better! :-)
We began our literacy block by reviewing the independent tasks and discussing prioritizing the assignments. I pointed our that Read to Self had to be completed first because it was numbered with a number one. Next, the students should work on the two tasks that were in pink writing since that indicated they were due by Friday and would be graded. After that, it would be fine to choose tasks based on preference.
The only change in independent tasks today was reading group assignments. Other than that, the students will identify the role of a local and state government, describe an example of the impact of gravity on the motion of an object, listen to reading using One More Story and correct the spelling of pink words and add them to their Quick Word Handbook.
Panthers: First, the students shared their unknown word lists from homework last night. Using these lists, I demonstrated how to use dictionary.com, linked to the third grade web site, to obtain both the pronunciation and the meaning of an unknown word. After that we looked at two places in their book where the author embedded the definition of a key vocabulary work into the text. Finally, we attempted to discuss how to identify the main idea and key detail in non-fiction text. However, the students hadn't viewed the lesson that I thought I had assigned, so they were told to watch it this afternoon. For HOMEWORK the students needs to watch the conjunction lesson that is linked to Google Classroom and identify two examples (using a sticky note or something) in their guided reading book.
Following lunch and outdoor recess the students continued working independently on their literacy tasks while I met with more reading groups.
Tigers: The children watched a Brain Pop Jr. lesson about identifying the main idea and key details in text. They took notes using a 3-2-1 strategy, in their RRJ. In group we reviewed the two vowels walking together and vowel-consonant-e, patterns and the students found examples of each in their guided reading books. After that we reviewed how to use the heading, topic sentences and first paragraph in a section to identify the main idea. For HOMEWORK the students need to watch the conjunction lesson that is linked to Google Classroom and identify two examples (using a sticky note) in their guided reading book.
Leopards: The children watched a Brain Pop Jr. lesson about identifying the main idea and key details in text. They took notes using a 3-2-1 strategy, in their RRJ. In group we began by discussing the change in chapter 6 and then moved onto the central message in the book. The we reviewed their Main Idea 3-2-1, sharing what they each learned about identifying the main idea in text. For HOMEWORK the students need to watch the conjunction lesson that is linked to Google Classroom and identify two examples (using a sticky note) in their guided reading book.
Lions: The children watched a Brain Pop Jr. lesson about identifying the main idea and key details in text. They took notes using a 3-2-1 strategy, in their RRJ. In group a student used last night's question that she wrote for homework to lead a discussion of pages 89-112. Then we shared the notes they took about identifying the main idea. For HOMEWORK the students need to watch the conjunction lesson that is linked to Google Classroom and identify two examples (using a sticky note) in their guided reading book.
After our literacy block we reviewed how the concept of gravity and it's impact on the motion of an object. Then we reviewed the role of the local and state government. This also included a discussion about taxes...what they are and who pays them. The purpose of both of these chats was to reiterate and clarify lessons the students watched using Brain Pop Jr.
The children ended their day in PE with Mr. Benco.
Individual pictures will be taken tomorrow around 1:15. The order form is coming home tonight in your child's folder.
Today was a fantastic and productive day!!!! I am one happy teacher!!! :-)
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