Wonderful Wednesday

This morning, after reading quietly, exchanging books on the media center or practicing keyboarding skills, we began our math rotations.

During our small group instruction the students wrote a multiplication and a division equation, using a variable to represent the unknown, to represent and solve a word problem.  The focus was ensuring the variable represented the same unknown in both equations.

Students continued playing the Condition game, practicing the 9s facts and math reasoning, during math with a partner.

Finally, during the technology rotation the students worked on memorizing the 9s facts using Sumdog or That's a Fact.

For HOMEWORK there is a word problem on Google Classroom (homework page).

After math we took a quick GO Noodle break and then we reviewed the independent work for today's literacy block.

Today students will work on individual reading group assignments.  Then they will complete (or redo) the verb tense activity by watching the two Brain Pop Jr. lessons and then writing three sentences using the verb eat in past, present and future tense.  After that, students will visit Google Maps, using a link on the third grade web site, and via satellite, identify 3-5 natural features and 3-5 human-made features near our school.  These will be listed in a t-chart in their social studies journal.  Finally, the children will work on fluency and comprehension by reading plays with a partner.

Tigers:  After working on site words, we reviewed the Venn diagram comparing and contrasting the 3 Little Pigs and The True Story of the 3 Little Pigs.  We used this to discuss point of view.  Then we shared last night's homework (the problem in Rumpelstiltskin) and began reading the play out loud.  For HOMEWORK the students need to read pages 22-25 out loud and list words with two vowels together (ex. boast).

Following lunch and indoor recess, Mrs. Allaire visited to help us continue researching our tool for the second marking period inquiry project.  Today she focused on  identifying changes and improvements to the tool based on human wants and needs.

Once Mrs. Allaire had left, we returned to our independent work.  The students were still completing their reading group assignments, so I took advantage of the time to do informal reading assessments to update data that drives my planning and instruction.  Below you will find the tasks each group completed.

Panthers:  These students worked on vocabulary from their play.  They defined, drew pictures and wrote a sentence for the words; goblet, noble, and virtuous. For HOMEWORK the students need to reread their play out loud.

Leopards:  The children highlighted the phrase, "One pleased is better than two disappointed".  Then they explained what this meant, in their RRJ, using support from the play.  For HOMEWORK they need to reread their play out loud.

Lions: The students worked in small groups to rework their play.  The task was to add a character who would interfere with the solution to the problem.  I can't wait to see these tomorrow!  For HOMEWORK they need to reread the play out loud.

The children ended their day in PE with Mr. Benco.