Wonderful, Wet, Wednesday

Today the children wore their pajamas as a reminder to "Follow your Dreams, Make Healthy Choices".  Tomorrow students are encouraged to wear a super hero shirt or a cape to remember to "Be Strong" and say NO to drugs and other bad things.

Prior to the morning announcements I worked with students to represent and interpret division situations.  There was also a group who caught up on some unfinished work.

After the announcements we began our literacy block.  While I met with reading groups the students worked independently  on the following tasks.

First they practiced their word work words using Look, Say, Cover, Write, Check.  Then they identified synonyms for overused words to  improve word choice.  Next they completed their Google Slides presentation for goods and services provided by the government and businesses.  After that they practiced writing the letters f, j, and p, in cursive.  If they finished early, they could write letters to friends and family who attend Wims ES using the Wee Deliver programs, read silently, or practice keyboarding.

Orange:  First we shared the main idea of page 18 which the students were supposed to write for homework last night.  Then we reviewed the main idea of each paragraph of Unhappy Penguins and used them to infer the main idea of the entire page.  After that we reviewed the patterns in their current word study and synonyms.  For HOMEWORK the students need to read page 19 and identify the main idea on a sticky note.

Pink:  We began by reviewing the main idea of page 19.  Then we used the main idea statements from each paragraph of Unhappy Penguins to infer the main idea for the entire page.  Then we reviewed their current word sort and synonyms for the word unhappy.  For HOMEWORK the children need to identify the main idea of page 20 on a sticky note.

Green:  First we shared the main idea statements that the students wrote for pages 2 and 3 last night.  Then I modeled, by thinking out loud, how I would have figured out the main idea for these two pages.  After that we used the main idea for each paragraph on Unhappy Penguins to determine and infer the main idea for the entire page.  For HOMEWORK the students need to read page 4 and identify the main idea on a sticky note.

Blue:  First we reviewed their main idea statements for page 6.  This led to an interesting discussion...we had 3 different main ideas but they all seemed to correctly identify what the page was mostly about.  After that we used the main idea statements for each paragraph of Unhappy Penguins to infer the main idea of the entire page.  For HOMEWORK the students need to read pages 8 and 9 and identify the main idea on a sticky note.

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

After lunch we took care of a few odds and ends...organizing baskets, handing out papers, etc. Students were also given 10 minutes to complete assignments that needed to be turned in ASAP.  Then we began our math block.

Today, during the small group, teacher-led, instruction we continued to represent and interpret division situations.  Part of the instruction included turning a division sentence into a multiplication equation and then using skip counting to find the unknown number.  We also practiced using the strategy of identifying the knowns and unknowns before drawing a picture and writing an equation.

During math with a partner the students played a toss and talk game focusing on division situations and engaged in math discourse using vocabulary from our word splash.

Finally, during the technology rotation the students played a game called Dr. Kai's Mixup Gas to practice finding the quotient of a division equation.

For HOMEWORK there is a division word problem on Google Classroom.

After math the students ended their day in music with Mrs. Graf.