Thrilling Thursday

This morning, after reading quietly or practicing keyboarding skills, we began our math rotations.

During the small group rotation we practiced using attributes of rectangles and the distributive property to determine the are of a rectilinear figure.  The students created their own dream house, calculated the area of each room, and then the total area of the house during math with a partner.  Students were instructed to use the area word splash to help their math discourse.  Finally, during the technology rotation the students visited the site Fridge Magnets to practice the basic multiplication and division facts.

For HOMEWORK there is a lesson and problem posted on the Google Classroom homework page.  We WILL have a quiz (formative) tomorrow.

After math we took a Go Noodle brain break and then we reviewed today's independent work assignments.

Students will begin with an independent reading task.  After that, they will use the feedback I provided during our writing conferences, and on their rough draft, to revise their introduction paragraph for the technology tool inquiry project.  Once that is complete they will revisit the Mrs. LaRue story and identify what additional information they can infer from the illustrations both from Ike's point of view and in actuality.  The students worked on this yesterday, but overall, they did not use the illustrations, which was the focus of this lesson.  So, I reviewed the lesson this morning, in order to help them complete it according to expectations.  After that, students will practice writing the letters l and b in cursive.  Finally, students will practice reading by themselves, with a partner or listening via the Internet.

Today my priority was to finish writing conferences and provide writing support.  So, that is what I did before lunch and indoor recess.

After recess I continued with the writing conferences and support.

Once the students seemed prepared to work on their own, I began meeting with reading groups.

Leopards:  The students had used the text to compare the tsetse fly and the mosquito.  We began group by sharing their responses and it immediately became clear that there was a lot of confusion.  So, I modeled writing a response to this question.  As I did, I emphasized answering the question and using support from the text but writing it in my own words.  Then the children copied my answer into their RRJs, under a line of learning, as an example.  We also shared the yellow questions they wrote for homework last night.  For HOMEWORK the students should read pages 14 and 15.

Lions:  Independently the students reread pages 11-13 and attempted, again, to write a think and search, or yellow, question.  In group we shared the students' responses to last night's homework...especially the ones written in complete sentences.  :-)  Then we shared the yellow questions the students wrote earlier today.  They were much improved!  :-)  For HOMEWORK the students need to read pages 14 and 15.

Panthers:  Independently the students wrote green, right there, questions for the facts they identified for homework last night.  In group we shared their questions and practiced answering them in complete sentences.  For HOMEWORK  the students need to read pages 6 and 7 and write 2 fatcs on a t-chart in their RRJ.

The students ended their day in art with Mrs. Daniell.