Marvelous Monday

This morning, the children came in and read quietly, exchanged books in the media center, or practiced keyboarding.  After the announcements, we changed classroom jobs.  Then we began our math rotations.

During the small group, teacher-led instruction, we reviewed measuring liquid volume in liters or milliliters.  Then we practiced solving word problems involving liquid volume.  We also practiced solving word problems involving the subtraction of time during the warm up.

During math with a partner, the children engaged in math discourse as they completed their zoo itinerary, calculating the elapsed time at each stop.  Then they solved an elapsed time word problem, using two different strategies, and watched an Educreations lesson to see if they were correct or to clarify any confusing parts.

Finally, during the technology portion, the students watched two Learn Zillion lessons about estimating and measuring liquid volume.

For HOMEWORK there is an assignment on Google Classroom, the homework page.  Students will view two Khan Academy lessons about liquid volume and then put their knowledge to work using a third link to some practice liquid volume word problems.  There is also a writing entry due Friday.

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

First I reviewed today's independent work activities.  Students will begin with a guided reading assignment and then complete a word work task.  After that they will revise their third paragraph for the issue inquiry project, using my feedback, and type it on to their Google doc.  Finally, they will watch a video lesson about specialization and trade and take notes in their social studies journal using a 3-2-1 format.

As the children work on the above assignments, I will meet with guided reading groups.

Panthers:  The children reread up to the sticky note in their book and we predicted what the people want to talk to Mr. Sugihara about, considering he is a diplomat.  After reviewing some key vocabulary words, including visas and Nazi, the children read to find out what they people wanted from Mr. Sugihara.  For HOMEWORK the children need to read the next two pages to find out what Japan says to Mr. Sugihara's request for hundreds of visas.

Following lunch and outdoor recess the students continued working on their independent work and i met with more groups.

Tigers:  Independently the students reread up to the book mark in their Amelia Earhart biography.  Then, in their RRJ, given a definition of a tomboy, they decided whether or not Amelia Earhart was a tomboy and provided 2 examples from the book to support their thinking.  They also wrote sentences using 10 of their word work words.  In group we shared their answers.  Then we drew a line of learning in their RRJ and constructed a model response together.  Then we continued reading the next three pages in the book, stopping at the end of each to discuss what we had just read.  For HOMEWORK the students need to reread their book up to the red post it note.

Leopards:  Independently the children read pages 15-29 and marked, using post its, places in the text that proved Deborah was a risk taker.  They also did Give Me a Clue using 10 of their word work words.  In group I began by modeling a response to last week's BCR; On a scale from great to horrible, how would you rate Deborah's childhood?  I focused on naming 2 examples of support and explaining how they connect to your rating and pronoun/antecedent agreement.  After that, we shared and discussed places the children marked, from today's reading, that demonstrated that Deborah was a risk taker.  For HOMEWORK the children need to read pages 30-36 and mark places that shows Deborah is persistent.

Lions:  Independently the children read pages 15-29 and marked, using post its, places in the text that proved Deborah was a risk taker.  They also did Give Me a Clue using 10 of their word work words.  In group I began by modeling a response to last week's BCR; On a scale from great to horrible, how would you rate Deborah's childhood?  I focused on naming 2 examples of support and explaining how they connect to your rating and pronoun/antecedent agreement.  After that, we shared and discussed places the children marked, from today's reading, that demonstrated that Deborah was a risk taker.  For HOMEWORK the children need to read pages 30-36 and mark places that shows Deborah is persistent.

F&P:  First I did a through book introduction for their new book, Thin Ice.  Then the children whisper read the text as I leaned in to listen.

The children ended their day in music with Mrs. Graf.