Fabulous Friday!!

This morning, after reading quietly, exchanging books in the media center, or practicing keyboarding, we took a math quiz covering the addition and subtraction of time, or elapsed time.  Most students did well!  These have been scored.  Look for them in your child's home folder this evening.

After the quiz, I reviewed it by solving each problem .  Then we took a Go Noodle brain break.

Next we reviewed the independent tasks for today's literacy and then got to work!  :-)

Today students will begin with a guided reading group activity.  Then they will complete an assignment to practice their word work words.  After that they will finish writing the rough draft for the third paragraph of the issues inquiry project.  Finally, they will use information from non-fiction text to explain why they think it is better to be either a banked or unbanked consumer.

Panthers:  We reread and retold the first two pages of their book.  Then we continued reading, stopping at the end of each page to retell what had happened on our own words.

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

Tigers:  Independently the students reread the first three pages of the Amelia Earhart biography.  Then, in group, they reread the pages, again, marking evidence that showed that Amelia wasn't like the other girls.  Finally, the children read the next two pages looking for evidence showing how Amelia first felt about planes and how she viewed herself.

Leopards:  Independently the students read the first two chapters in their new book, The Secret Soldier, and, in their RRJ, using a scale from great to horrible, rated the main character, Deborah's, childhood and explained their rating using evidence from the text.  In group we reviewed and discussed Deborah's childhood.

Lions:   Independently the students read the first two chapters in their new book, The Secret Soldier, and, in their RRJ, using a scale from great to horrible, rated the main character, Deborah's, childhood and explained their rating using evidence from the text.  In group we reviewed and discussed Deborah's childhood.

After our literacy block we shared homework writing journals and had Show and Tell.  The Show and Tell was a reward for earning 10 class Dojos.

Finally, we ended the day with a class meeting.  During group share the children stated one thing that would frustrate them, if they were a teacher.  After that, we exchanged thank yous and compliments.  Finally, the children had a chance to express challenges they face here at school.  There was a lot of talk about  teasing and bullying.  It made me quite sad.  I told several students to come speak to me, directly, the next time this happens.