Wonderful Wednesday

This morning after reading quietly or practicing keyboarding we began our literacy block.  First we discussed the meanings of personal narrative and common good.  I explained that our first writing piece will be a story about a time they (personal) helped the common good (others).  Then I provided a couple of examples of times I have helped the common good.  After that we reviewed what it means to infer and how we can make inferences based on a character's actions.

Next I reviewed and modeled today's independent work assignments.

First the students will listen to the story Crow Boy, at least once.  After that, through Google Classroom, the literacy page, the student's wrote about the problem in the story and an inference they could make.  Next, the children watched a video about a baseball team who had helped the common good.  Then they added topics to their list that they began yesterday in their writing journal.  The additions were supposed to reflect times they have helped the common good. Once they were done with their writing, the children practiced writing the letters l and b in cursive.  Finally, they got to choose between reading silently, reading with a partner, listening to reading, practicing keyboarding, or visiting the media center.

As the students worked, I continued my informal reading assessments with individual students.  I did stop the students halfway through the block to do a Go Noodle brain break.  Additionally, we stopped so that I could model how to word the response to the Crow Boy prompt.  Then I instructed the children to go back and revise their answers.

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

When we returned to the classroom we reviewed the school expectations.  In particular the children are struggling with following first time directions, not just with me but in the lunchroom and at specials.

After our chat, I reviewed last night's math homework.  Then I explained and modeled today's math rotations.  During the teacher led small group instruction we worked on using number lines to identify benchmark numbers in order to round three digit numbers to the nearest 100.  DUring math with a partner the students used their digit cards to create 3 digit numbers.  Then, in their mth journal, they identified each number as odd or even and wrote each in expanded form.  FInally, during the technology rotation, the children viewed the Learn Zillion lesson about identifying benchmark numbers using a number line.  AS they watched they took notes in their math journal.

Math Groups:
Group 1:  We reviewed place value and expanded form during our warm up.  Then we learned how to draw number lines to identify benchmark numbers and the mid point.  Finally, we used the midpoint, and the tens column, to determine whether the number rounds up or down.

Group 2: We reviewed expanded form and drawing number lines to identify benchmark numbers during the warm up.  After observing their work, I clarified some points of confusion and taught them to use the midpoint to decide whether to round up or down.  We did a few practice examples and reviewed them in group.

Group 3: During the warm up the children reviewed using a number line to round 3 digit numbers to the nearest 100.  There was a lot of confusion.  So, we stopped and reviewed the strategy.  Then we practiced using it a couple of times.

After math, I told the children about their homework and handed out applications for the Wee Deliver program.  Then we packed up and headed to music.