Marvelous Monday

This morning, after reading quietly, exchanging books in the media center, or practicing keyboarding, we changed classroom jobs and began math rotations.

This week we will focus on telling time to the minute during our math block.

During the small group, teacher-led, instruction today we focused on the essential understandings including 1 hour = 60 minutes, 1 minute = 60 seconds, 1 day = 24 hours, AM/PM, the longer hand is the minute hand and the short hand is the hour hand, quarter after, half past, quarter of/til, etc.

During math with a partner the students played Multiplication War or Multiplication Mind Reader to practice their basic multiplication facts.  I didn't want them practicing telling time until I had met with all groups.

Finally, during the technology rotation, the students watched 3 Learn Zillion lessons and took notes in their math journals.  The lessons focused on reading and writing time using an analog clock.

For HOMEWORK there is an assignment on Google Classroom, the homework page.

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

Today, during independent work time, the students will complete guided reading group tasks and finish typing their introduction paragraph, with revisions, into a Google doc.  After that they will watch a Learn Zillion lesson about adjectives and complete a follow up activity.  Then they will put finishing touches on their habitats Google Slides presentation and complete a word work activity.

One note-students were given a cursive practice packet today.  This is optional.  All letters have been taught.  This packet is to practice and refine their cursive handwriting.  Students were told they would work on it during independent work, free choice, time, before morning announcements or at home.  The packets must be completed, correctly, before they will be allowed to write in cursive in school.

As the students worked on their independent tasks, I met with reading groups.

Panthers:  The students reread The 3 Little Pigs at the beginning or our group.  Then we reviewed that a summary only includes the important information needed to understand the story and reviewed the summary of the first half of the story that we wrote together, in group, last week.  After that, the children worked together to summarize the second half of the story.  Finally, I reviewed the summary, out loud, for the second half of the story.  For HOMEWORK the children will finish writing a summary of the book using our discussion in group and their book.

Following lunch and outdoor recess the students continued working independently and I met with more groups.

Tigers:  Independently the children reread Jack's Tale and marked, with sticky notes, the most important events in the story.  Once in group we reviewed the difference between retelling and summarizing a story.  Then we orally summarized the story.  Next we reviewed the story and marked, with numbers, the events we included in our oral summary.  Finally, I summarized the story, again, out loud, suing the events we marked.  For HOMEWORK the children need to reread the book, Jack's Tale.

Leopards:  The students were sent a Google Slides for their next folktale, The Banza.  Independently, in their Google Slides, they wrote about a time they faced a fear and then they listened to the story, The Banza, and listed questions they had, about the story, i their Google Slide.  In group we shared the times they faced their fears and then listed questions they had as they listened to The Banza.  For HOMEWORK they need to reread The Banza, thinking about the questions we listed during group.

Lions:  The students were sent a Google Slides for their next folktale, The Banza.  Independently, in their Google Slides, they wrote about a time they faced a fear and then they listened to the story, The Banza, and listed questions they had, about the story, i their Google Slide.  In group we shared the times they faced their fears and then listed questions they had as they listened to The Banza.  For HOMEWORK they need to reread The Banza, thinking about the questions we listed during group.

F&P:  We began group with word work.  We sorted words according to long and short /e/ sounds.  Then the students reread sections of Dog Heroes and identified what made each dog a hero.

After our literacy block we began sharing the children's Google Slides habitat presentations where they identified which plants and animals live in each habitat and how they use their environment to grow and survive.

Finally, the students ended their day in music with Mrs. Graf.