Wonderful Wednesday

This morning, before the announcements, I worked with several students who struggled on last week's math quiz.  Then, after the announcements, we began our literacy block.

Today students began with a guided reading group activity.  Then they finished revising and publishing their common good personal narrative using Google Docs.  Next students glued two charts providing the meaning of common suffixes and prefixes, in to the RRJ.  They used this chart to identify the meaning of 8 words from their guided reading books. Next the students practiced their word work words.  The orange and pink groups wrote each word once, using one color for vowels and another for consonants.  The other two groups used an online dictionary to do a meaning check for 10 of their word work words.  Finally, students chose between completing unfinished work, practicing reading, practicing keyboarding, or exchanging books n the media center.

As they worked independently, I met with guided reading groups.

Orange:  First, we reviewed the vowels and consonants.  After that we reviewed and identified common and proper nouns.  Next we reviewed prefixes and suffixes.  Then the students received a new, non-fiction book, called, Pigs.  After reviewing  some of the text features, such as the table of contents and headings, we read the first section and identified the main idea.  For HOMEWORK the children need to reread pages 2-5 in their guided reading book.

Pink:  The students received  new, non-fiction book, called Using Energy Wisely.  They were told to read the back cover and list 3 ways we get energy and list any text features they see, with page numbers.  In group we reviewed these two pre-reading activities. Then we discussed identifying the main idea in text.  We talked about suing the heading, looking for repeated words and phrases, and revisiting the beginning and end of the section of text.  Then we read the first section, pages 2-5 and identified the main idea together.  For HOMEWORK the students needs to reread pages 2-5, and read pages 6 and 7.

Green:  Independently the children reread "Across the Railroad Tracks" and identified the main idea in their RRJ.  In group we began by sharing the words they identified for homework last night and then their main idea statements.  Then we drew a line of learning, in their RRJ, and wrote a main idea statement together.  After that, we identified key details that supported/elaborated the main idea.  For HOMEWORK the students need to read the chapter, "A Letter" and write one question that their group mates can answer.

Blue:  Independently the children reread chapter 8 and identified the main idea statement in their RRJ.  I group we reviewed prefixes and suffixes, as well as, proper and common nouns.  Then we shared the student's main idea statements and discussed them.  Next, we drew a line of learning and wrote a main idea statement together.  Finally, we identified relevant details to support/elaborate the main idea.  For HOMEWORK the children need to read chapter 9 and write one question, about the chapter, on the sticky note, to ask their group mates.

We did take a Go Noodle brain break in the middle of our literacy block.

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

When we returned to class we began our math block.  First, we reviewed last night's homework and then I explained today's rotations.

During the small group, teacher-led instruction, we will continue to practice various strategies to subtract two 3-digit numbers, within 1,000.  Today we practiced using base ten blocks and number lines.  We also checked our work using addition.

During math with a partner, the students practiced basic subtraction facts fluency by playing Subtraction War.

Finally, during the technology rotation, the children watched 2 Khan Academy lessons, solved 2 subtraction problems in their math journal, and then explained how they know when to decompose a ten.

Group 1:  We practiced using base ten blocks and a number line to find the difference between two 3-digit numbers when it was necessary to decompose a ten OR a hundred.  We checked our work using addition.

Group 2:  We practiced using base ten blocks and a number line to find the difference between two 3-digit numbers when we had to decompose a ten AND a hundred.  We checked our work using addition.

Group 3:  We practiced using an algorithm, base ten blocks, and/or a number line to find the difference between two 3-digit numbers when we had to decompose across a zero (304-276).  We checked our work using addition.

After math we voted for our SGA classroom rep and our K-1 rep.  Then the students ended their day in music with Mrs. Graf.