Marvelous Monday

Well, the weather people got it wrong...so we enjoyed a marvelous day in school!!

After exchanging books in the media center, reading quietly, or practicing keyboarding, most of us began our math rotations.  Some of our friends missed math to take part in the testing for the highly gifted center.

During the teacher led small group instruction, we used index card to help us label fractions on a number line.  Each index card represented one whole and we folded it to identify equal parts.

During math with a partner, the students labeled fractional parts on a number line by rolling a die to identify the number of equal parts in one whole.  Obviously, it was expected for the students to engage in math discourse, suing our word plash, along the way.

Finally during the technology rotation the students played Math Man, a game similar to Pac Man.  This provided practice in identifying fractions on a number line.

For HOMEWORK there is a problem on Google Classroom, the homework page.

After math we took a Go Noodle brain break and then moved into our literacy block.

Today students will begin by working on independent guided reading tasks.  Then they will watch a Brain Pop Jr. lesson about light energy and, in their science journal, describe light energy and list 5 sources of it.  Next they will practice writing the letters A, O, and D in cursive.  After that they will finish watching the author interviews and taking notes on the capture sheet.  Finally, they will view the book, Stuck, by Oliver Jeffers and rate it on their BES capture sheet.

Tigers:  We began with a speed sort using the students' word cards.  Then we reviewed their RRJ entries from Friday's independent work.  After that we read the Author's Note in their new book, Kate Shelley and the Midnight Express.  Finally, we read, and discussed pages 5-7.  For HOMEWORK the children should do a written header sort in their word work journal and reread pages 5-7.

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

Panthers:  Independently the students began reading chapter 2, listing unknown words on a sticky note, and drawing a picture in their RRJ.  In group we began with me modeling how to do a speed sort for word work.  Then the children did their own speed word sorts.  After that we shared the examples of Grandpa being fussy in chapter 1, an assignment from last week.  Then we retold the events of chapter 2 and identified the beginning, middle, and end.  For HOMEWORK the students will do a header/written sort suing their word cards and reread chapter 2.

Leopards: Independently the students read chapter 3, listed unknown words on a sticky, and drew a picture of the events in the chapter, in their RRJ.  In group we began by sorting our word cards and noticing that the vowel that follows an initial g or c determines the sound that the letter makes.  Then I modeled how to do a header sort.  After that, we revisited chapter 2 and discussed the title of the chapter.  We also discussed the significance of the lion's head, on page 13.  For HOMEWORK the students need to do a header sort in their word work journal and reread chapter 3.

Lions:  Independently the students read chapter 2, listed unknown words on a sticky note, and illustrated the main events in their RRJ.  In group we began by doing our initial word sort and discussing the prefixes meaning not or the opposite of..some being literal in meaning, and others not.  Then I modeled doing a header sort in their word work journal.  After that, we shared and discussed the titles they wrote for chapter 1.  Then we determined that the snake was a twisty piece of land on the fjord covered by cliffs and discussed the disagreement between Peter's father and his uncle Victor.  We also discussed the need to paraphrase written answer in the student's RRJ and visualizing what they read by playing a movie in their head--if they can't, they need to reread.  For HOMEWORK students need to read chapter 3 and list unknown words on a sticky and do a header sort in their word work journal.

The students ended their day in music with Mrs. Guerra.