Wonderful Wednesday

Happy Earth Day!

This morning, after reading quietly, exchanging books in the media center, or practicing keyboarding, we reviewed last night's math homework and then began our math rotations.

During the small group, teacher-led, instruction, we practiced using our basic multiplication facts to solve for unknowns, in all positions, in multiplication and division equations.  We also represented and solved multi-step word problems using equations with variables.

During math with a partner, the children played a clip and cover game to increase their multiplication fluency.  If they finished early they were allowed to play Multiplication Mind Readers or Multiplication War to help memorize the basic multiplication facts.

Finally, during the technology portion, the children worked on basic fact fluency, and reasoning, using the Internet game, Ken Ken.

For HOMEWORK there is a word problem on Google Classroom, the homework page.  As side note, there will be a math quiz on Friday and a writing journal entry is due then, too!

After math we took a Go Noodle brain break and reviewed some of our expectations (put papers where they belong, clean up after yourselves, use materials in a respectful manner, do not use the school elevator, etc.).  Then we began our literacy block.

Today, during independent work, the students  completed an independent guided reading group activity.  Then they  watched an Educreations lesson, twice, and write the introduction paragraph for the issues inquiry project.  After that they  completed a word work activity.  Next they used their notes gathered about 6 habitats to create a Google Slides presentation informing about how plants and animals grow and survive in 4 habitats of their choice.  After that, students practiced writing G, S, and L, in cursive and viewed a Cashville Kidz video about budgets.

As the students worked, I met with small groups.

Panthers:  First the students shared their summaries, from last night's homework, in group.  Then we drew a line of learning and I modeled how I would write a summary of pages 3-8.  The students copied it under their own.  For HOMEWORK the students need to complete one word work activity of their choice and read pages 9-15, marking any unknown words with a question mark.

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

Tigers:  Independently the students read pages 12-15 and highlighted words with the long e sound.  In group we reread these pages, reviewing the words with long e sounds.  Then we reread the same pages, stopping after every 2 to retell what we had just read.  This is still quite challenging for the group.  For HOMEWORK the children need to reread their book and retell the story to an adult.  They also need to complete a word work activity, but it's free choice.

Leopards:  Independently the students reread White Wave and wrote a summary of the story in their RRJ.  In group, the students copied an open-ended, interpretive question into their RRJ and took 5 minutes to answer it.  Then we discussed the question.  For HOMEWORK he students need to read for 10 minutes and complete a word work activity...both are free choice!

Lions:  Independently the students reread White Wave and wrote a summary of the story in their RRJ.  In group, the students copied an open-ended, interpretive question into their RRJ and took 5 minutes to answer it.  Then we discussed the question.  For HOMEWORK he students need to read for 10 minutes and complete a word work activity...both are free choice!

F&P:  First we reviewed pages 14 and 15 in A Dragon on the Roof and identified and discussed examples of Gaudi thinking every part of a building is important and making people think about nature.  Next I did a thorough book introduction for our next book, a non-fiction book called, Dog Heroes.  Finally the students read the book to themselves thinking about what makes each dog in the book a hero and what heroes have in common.

The children ended their day in PE with Mr. Benco.