Terrific Tuesday

I am back from my trip to the Bahamas...I had a blast!!!  Thanks for all of your support!

SO...this morning we took a few minutes to determine what the students had completed with the substitutes and what needed to be rolled over to today.

Then we began our literacy block.

All groups began with a guided reading assignment.  After that, they used my feedback to make revisions to their common good personal narratives and published their final drafts using Google docs.  Next they chose 10 of their word work words to write and illustrate.  Finally, they chose between practicing their reading, practicing keyboarding, completing unfinished assignments, or exchanging books in the media center.

While the students worked on the above, I met with guided reading groups.

Orange:  First we analyzed how base (or root) words could be changed by adding a prefix or suffix to it.  Then we reviewed the story Ooka and the Honest thief and discussed examples of Ooka being a fair and unfair judge.  Finally, we identified the central message in the story.  This gave the students an experience with a Junior Great Books story.  For HOMEWORK the children should read for 10 minutes, free choice.  Also, have them review the vowels and their sounds.

Pink:  Independently the students reread the story Ooka and the Honest Thief and then wrote about whether they thought Ooka was a fair or unfair judge.  In group we began by analyzing how adding prefixes and/or suffixes can change the meaning o fa base or root word.  Then we looked for examples in the story Ooka and the Honest Thief.  After that, we discussed examples from the story where Ooka was a fair judge and when he was unfair.  We also discussed the central message.  This gave the group exposure to a Junior Great Books story.  For HOMEWORK they need to read for 10 minute, free choice.

Green:  Independently the students read the chapter, "The Accident" and attempted to identify the central message/main idea of the chapter on a sticky note.  In group we analyzed how adding a prefix and/or suffix to a word can change the meaning of the root (or base) word.  Then we identified examples from our book.  After that we reviewed ways to identify the main idea/central message in text.  We discussed using the chapter title (or heading), looking at the beginning and end of the section, thinking about how the section fits with the entire book (or article).  Then we reviewed the chapter called, "The Accident" and identified the main idea or central message of it.  For HOMEWORK the students need to read the chapter, "Across the Railroad Tracks" and identify 5 words with either prefixes and or suffixes on a sticky note.

Blue:  Independently the students read chapter 7 and then attempted to identify the main idea, or central message, of the chapter.  In group we began by analyzing how adding a prefix and/or suffix to a root word can change its meaning.  After that we reviewed ways to identify the main idea/central message in text.  We discussed using the chapter title (or heading), looking at the beginning and end of the section, thinking about how the section fits with the entire book (or article).  After that we identified the main idea/central message of chapter 7.  For HOMEWORK the students need to read chapter 8 and list 5 words, from the chapter, that have a suffix and/or prefix, on a sticky note.

After our literacy block, the students enjoyed outdoor recess and lunch.

When we returned to class, we began our math block.  During the small group, teacher-led instruction, we practiced decomposing tens and hundreds, as needed, to subtraction within 1,000.  During math with a partner, the students played Addition War (like the card game) to increase basic facts fluency.  Finally, during the technology rotation the students watched an Educreations lesson about Decomposing Numbers.  Then they visited the site "Subtraction Speed Grid" to practice subtraction basic facts fluency.

Group 1:  First we defined addition as part + part = whole and subtraction, its opposite, as whole take away part = part.  Then we discussed that subtraction always begin with the whole, the largest number.  After that, we used base ten blocks to recognize when we need to decompose a ten to make ones, or decompose a hundred, to make tens, in order to find the difference between two numbers.

Group 2:  First we defined addition as part + part = whole and subtraction, its opposite, as whole take away part = part.  Then we discussed that subtraction always begin with the whole, the largest number.  After that, we used base ten blocks to recognize when we need to decompose a ten to make ones, or decompose a hundred, to make tens, in order to find the difference between two numbers.

Group 3:  This group began with a three digit subtraction problem requiring decomposing (regrouping).  The students shared their answers and we then solved the problem together, using two different strategies, to discover which was the correct difference.

There is reading, math, and writing homework on Google Classroom.  There is also a Google Form, for the students to complete for the Wims Green Team, attached to the homework assignment.

After math we took a Go Noodle brain break and then turned our attention to social studies.

Today we read about an artist and a musician and identified actions they performed to support the common good.  WE did several together nd then the students were to do one on their own, which will be graded.