Marvelous Monday

By definition, any Monday, after the Skins win, is marvelous!!!

This morning, after reading quietly, practicing keyboarding, or working with me on writing, we had a talk about asking for help.  Many students are not completing their independent work in a timely manner AND not asking for help.  This is not ok.  So, I explained that is it okay to ask for help but it is never okay to avoid work.  I told the class that once they request help, it becomes my problem to find time and a method to help them understand the assignments.

After our chat, we began our literacy block.

Today's tasks began with a guided reading assignment asking the students to make a prediction and justify it using support from their book.  Next, they had to cut apart, and put initials on the back of, their word work cards.  Then they had to complete their personal narrative rough draft, if they haven't done so.  Then they had to choose a topic for their inquiry project.  Next they listened to the Junior Great Books story, Ooka and the Honest Thief.  Finally, if they had any time left, they could choose between reading to themselves, reading with a partner, listening to reading, practicing keyboarding, finishing unfinished work, or exchanging books in the media center.

Orange: We began with word work.  First we reviewed the vowels and then I introduced the first lesson for their word work; short versus long vowel sounds CVC, CVCe (C=consonant, V=vowel).  I modeled doing a header sort and the students copied it into their word work journal.    After that the students reread chapter 2, Blotchy, with a partner.  Then they made a prediction and used the text to justify it.  For HOMEWORK the students need to read chapter 3 and list unknown words on a sticky note.

Pink:  Independently, the children read the first chapter in their new book and listed unknown words on a sticky note.  They also cut apart, and put their initials on the back of, their word work cards.  In group we began by doing a header sort with their word work cards and reviewing the meaning of any words that were confusing.  Then we reviewed the first chapter in their new book, Stink.  For HOMEWORK the students need to reread up to page 10 and write a prediction, of what will happen next, on the sticky note.

Green:  Independently the students cut apart, and wrote their initials on the back of, their word work cards.  Then they reread the chapter called, "A Game", and wrote a prediction.  Finally, they justified their prediction with support from the text.  In group we began by completing a header sort, together. Then we reviewed unknown words, the main event and the end of the chapter "A Game".  For HOMEWORK the students need to read the chapter, "On the Avenue" and list unknown words.

Guided reading groups took longer today since we began word work.  The students enjoyed outdoor recess and lunch after the green group met.  When we returned to class, I met with the blue group.

Blue:  Independently the students cut apart, and put initials on the back of, their word work cards.  Then they reread chapter 3 and made a prediction of what will happen next and justified it using the text.  When we got to group completed a header sort together and discussed the meaning of the prefixes (un-, in-, dis-, mis-) and the words.  Then we discussed chapter 3 and the predictions the wrote.  For HOMEWORK the students need to read chapter 4, list unknown words, and think about their predictions.

After I met with the blue group, the students went to PE, with Mr. Benco.

When we returned to class, we began our math block.

This week we will focus on using various strategies to add 3 digit numbers within 1,000.  Today we used the partial sums model which relies on expanded notation.  When working with me we discussed having to compose a ten or hundred.  During math with a partner, the students engaged in math discourse as they used expanded form to add three digit numbers.  During the technology rotation, students visited the web site, Virtual Manipulatives, to practice modeling 3 digit addition problems using base ten blocks, and identifying the sum.

Group 1:  We reviewed rounding 3 digit numbers to the nearest 10.  Then we used base 10 blocks to model addition problems with 2 3-digit addends and identify when it is necessary to compose a ten.

Group 2:  We used base ten blocks to identify when we need to compose a ten when finding the sum of 3 digit addition problems.

Group 3:  We analyzed an addition problem and identified where or not we needed to compose a ten.

Check for homework on the Google Classroom homework page.  :-)