Wonderful Wednesday - Interim Reports

This morning the students either read quietly or practiced keyboarding skills.  After that we created a word splash for the concept of area.  A word splash is just a collection of vocabulary words that relate to a given topic.  I hung up the word splash as a resource for the children to use during math discourse.  Then we began our math rotations.

During the small group instruction we practiced identifying the area of a rectilinear figure by breaking it into rectangles.  Students continued this practiced, with discourse, of course, while doing math with a partner.  Finally, during technology, students determined the area of rectangles, and practiced multiplication facts, by visiting the site Shape Surveyor.

For HOMEWORK there is a post on Google Classroom (homework page) that has two linked resources.  The students are to complete problem #8 on page 400 of the pdf document.

Following math we took a Go Noodle break and then I explained today's independent work assignments.  Each group will begin with an independent assignment.  Then they will catch up on their inquiry project informative writing, if need be.  After that, the students will rewatch lessons, from Brain Pop Jr., about verbs and tenses.  They will then complete two follow up activities.  Next the students will complete the cursive practice pages from Monday and Tuesday (no new one today) and view a slideshow about the wonders of Africa, identifying them as either human or nature made and selecting their favorite.  Finally, the students will watch and listen to the book, "Dear Mrs. LaRue", and compare the dog's point of view with information they obtain from illustrations in the book.


Tigers:  We began group by reviewing singular and plural nouns and that nouns ending in -y change to -ie before adding an -s.  Then we reviewed last night's word work homework.  After that, we reviewed right there questions and shared the facts and questions they wrote for homework.  Finally, the students read pages 14 and 15 and we worked on decoding multi-syllabic words.  For HOMEWORK the students need to reread the entire book to an adult.

Following lunch and outdoor  the students continued working independently while I met with more guided reading groups and conferenced with students on their writing.

Leopards:  Independently the students reread pages 12, closed their books, and answered their own questions that they wrote for homework last night.  In group, the students shared the questions they wrote for homework with their classmates, who answered them (or attempted to) with books closed.  Emphasis was put on answering the questions in complete sentences.  After that I introduced another type of question...think and search (yellow questions).  These questions will be answered in the text but the reader will need to use more than one part of the text to respond thoroughly.  I modeled asking a think and search question (Describe 2 dangerous animals that live in Kenya.) and the students practiced answering it orally.  For HOMEWORK students should reread pages 11-13 and write a think and search question (yellow) in their RRJ.

Lions:  Independently the students reread pages 11-13 and attempted to write a yellow, think and search, question on a sticky note.  In group the students reviewed these pages and then closed their books.  Then they practiced answering their group mates green, right there, questions, in complete sentences, that they wrote for homework last night.  After that we shared the yellow question they wrote independently earlier today and discussed if it was indeed a think and search question.  Then I modeled an example for the group.  For HOMEWORK the students will reread page 13 and answer the following question int heir RRJ, "Compare and contrast the flamingo and the ostrich".

Panthers:  The students turned in their old books and received a new book titled, Kenya.  Independently they read pages 4 and 5 and listed unknown words on a sticky note.  In group we reviewed their lists of unknown words paying close attention to the pronunciation guide for the word Nairobi.  For HOMEWORK the students need to reread pages 4 and 5 and list two facts, on a t-chart in their RRJ, from those pages.

After our literacy block I handed out interim reports.  Then the students headed to PE.

Remember our toy drive is still going on!!