Thrilling Thursday

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

During the small group, teacher-led, instruction we practiced reading and writing time to the nearest minute using an analog clock.  A couple of groups began calculating elapsed time, too.

During math with a partner, the children used our word splash to engage in math discourse as they finished up the "flap" match ups, from earlier in the week, and played a version of Time Bump.

Finally, during the technology rotation, the students visited the math page on Google Classroom to get to a link for Padlet where they reflected on this week's learning and posted an, "I used to think...Now I know" statement about telling time to the nearest minute.  Then the children practiced that skill using the site, Clockmaker.

For HOMEWORK there is an assignment on the Google Classroom homework page.  I have two links for the students to use in order to prepare for tomorrow's math quiz on reading and writing time to the nearest minute using an analog clock.  There is also a writing journal entry due tomorrow.  Additionally, all groups should do a pre-test using their word work words.  We will have a mini-quiz, using some of their words, in group tomorrow.

After math we took a Go Noodle brain break.

Then we reviewed today's independent work.

Students will begin with a guided reading group assignment.  Then they will use my feedback to revise, and type into their Google Doc, the second paragraph of the inquiry project.  Next they will play an affix matching game to practice comprehension of words with prefixes and suffixes and complete a follow up chart.  Next, the children will practice their word work words by doing a buddy check with a partner.  Finally, they will complete the chart showing how rice, vanilla, and chocolate go from being a natural resource to a usable product.

I will meet with guided reading groups as the students work on the above tasks.

Panthers:  The students had a chance to review the feedback I provided for their second paragraph of the inquiry project and ask me questions.  Then we shared the problems they identified for homework last night.  After that, the students revisited the book to locate the solution to the problem they had on their post it note and wrote the solution on the opposite side of the post-it.  For HOMEWORK the students need to reread the book, The Legend of John Henry.

Tigers:  Independently the children read pages 10-12 and marked unknown words with a question mark.  In group we reviewed the unknown words they identified and also practiced using the glossary to find the meaning of words in bold print.  Then we reread pages 10-12 and practiced retelling the story, one paragraph at a time.  For HOMEWORK the children need to read pages 13-15 and mark unknown words with a question mark.

Leopards:  Independently the children reviewed the text and their notes and, in their RRJ, explained the role the Banza had in Cabree's life.  In group we reviewed the theme/message that the children identified, for the Banza, last night for homework and then explained the role the Banza played in Cabree's life.  Finally we listed criteria that we believe makes someone brave. For HOMEWORK the children need to reread The Banza and think about whether or not Cabree is brave.

Lions:  Independently the children reviewed the text and their notes and, in their RRJ, explained the role the Banza had in Cabree's life.  In group we reviewed the theme/message that the children identified, for the Banza, last night for homework and then explained the role the Banza played in Cabree's life.  Finally we listed criteria that we believe makes someone brave. For HOMEWORK the children need to reread The Banza and think about whether or not Cabree is brave.

After meeting with the above groups I met with a few students to do some informal reading assessments for progress monitoring purposes.

I will resume meeting with the F&P group next week.  :-)

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