Today, while I met with guided reading groups, the students read for 20 minutes, using a book on their lexile level through the MyON web site. Then they completed their narrative poem, using their organizer. After that, they completed a buddy check (pre-test with a partner) using their word work words. Finally, they practiced writing the letters x, y, and z, in cursive.
Orange: First we reread the poem, "Stopping by the Woods on a Snowy Evening." Then the students received a new poem, by Robert Frost, called, "Fireflies in the Garden." After listening to me read it, we defined some vocabulary within the poem. Then we discussed the poem and practiced visualizing it. Finally, we compared the poem to, "Stopping by the Woods on a Snowy Evening."
Pink: First we reread the poem, "Stopping by the Woods on a Snowy Evening." Then the students received a new poem, by Robert Frost, called, "Fireflies in the Garden." After listening to me read it, we defined some vocabulary within the poem. Then we discussed the poem and practiced visualizing it. Finally, we compared the poem to, "Stopping by the Woods on a Snowy Evening."
Green: First we reread the poem, "Stopping by the Woods on a Snowy Evening." Then the students received a new poem, by Robert Frost, called, "Fireflies in the Garden." After listening to me read it, we defined some vocabulary within the poem. Then we discussed the poem and practiced visualizing it. Finally, we compared the poem to, "Stopping by the Woods on a Snowy Evening."
Blue: First we reread the poem, "Stopping by the Woods on a Snowy Evening." Then the students received a new poem, by Robert Frost, called, "Fireflies in the Garden." After listening to me read it, we defined some vocabulary within the poem. Then we discussed the poem and practiced visualizing it. Finally, we compared the poem to, "Stopping by the Woods on a Snowy Evening."
After our literacy block the students enjoyed indoor recess and lunch.
After lunch we began our math block.
During the small group, teacher-led, instruction we continued representing and solving word problems with multiplication AND division equations with a variable representing the unknown. We also focused on memorizing the 8s facts.
During math with a partner, the students engaged in math discourse as they played either Crazy 8s or Corners. Both games work on the 8s facts and were played earlier in the week.
Group 1: We practiced writing multiplication equations for given repeated addition problems. Then we practiced skip counting by 8s. Then we reviewed the two types of division; grouping and sharing. With grouping we know the total and the number n each group, but we do not know how many groups there are. With sharing we know the total and the number of groups, but we do not know how many are in each group. Finally, we acted out two word problems that were very similar. One was a grouping question and the other was sharing. Then we wrote equations to match each.
Group 2: We practiced skip counting by 8s. Then we reviewed the two types of division; grouping and sharing. With grouping we know the total and the number n each group, but we do not know how many groups there are. With sharing we know the total and the number of groups, but we do not know how many are in each group. Finally, we acted out two word problems that were very similar. One was a grouping question and the other was sharing. Then we wrote equations to match each.
After group 2 the children went to art with Mrs. Daniell. When they returned we finished our math block.
Group 3: With this group we quickly identified the two types of division word problems and reviewed an example of each. Then the students were given a division word problem and asked to draw a picture and write both a multiplication and division equation, using a variable, to represent and solve the problem. After the students shared how they solved the problem and identified what each number (or letter) in their equation represented, I solved the problem a couple of different (incorrect) ways and had them evaluate my answers and justify the grade.
There is HOMEWORK on Google Classroom. We will NOT have a math quiz tomorrow but there will be word work quizzes during guided reading groups.
After math we identified the difference between wants and needs. Then we watched a video to determine what materials are needed to make a home and discussed how the observable properties of the materials were changed so that they could be used to meet the human need of shelter.
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