Thrilling Thursday

This morning, before the announcements, the students worked on our Thursday Bamboozle puzzles and then played a synonym/antonym identification online game.  After the announcements, we began our science lesson.

Today the children worked collaboratively, using the elementary engineering design process, to plan and design a collection tool to capture run-off water.

After science, we switched for math and took a Go Noodle brain break.  Then we did an error analysis warm up and began our math rotations.

During the small group rotation we practiced using place value, and long division, to solve division problems with remainders.  During math with a partner, the students played Division Bump, to engage in math discourse and increase basic division fact fluency.  During the technology rotation the students used a web site to practice solving division problems using long division.

There is a worksheet for HOMEWORK that we began in class.  It is also is also on GC - Holman's Homework.

We will have a math formative tomorrow where the children will solve one division problem involving a remainder.

After math, the children enjoyed lunch and outdoor recess.

When they returned to class, we began our literacy block.  I did have to duck out of the classroom for an in-house meeting.  So, while I was gone, the children worked independently on the following tasks.  First, they completed the organizer for their business proposal.  Then, they read an article about Christopher Columbus's Voyage, identifying questions they wondered about as they read, on a chart.  Then, they made inferences, using their background knowledge and the text, to answer their questions, also on the same chart.  Finally, the children created synonym and antonym continuum, identifying words with varying "shades".

During this time, the para-educator covering for me,  administered the WTW quizzes.  These have been graded and returned to students.  Look for them in home folders tonight.

When I returned to class, I began meeting with reading groups.

Pink:  I didn't want to start a new text before break.  So, we practiced their site word flashcards.  For HOMEWORK they need to read for 15 minutes and practice reading their site words.

Blue:  We reviewed chapter 7, page by page, using the notes they wrote for homework.  Then we orally rehearsed a summary using, "Somebody Wanted But So Then".  After that, the children independently wrote a summary in their journals.  For HOMEWORK the students need to read chapter 8 but they do not need to take notes.

Orange:  We took a comprehension quiz, in group, covering chapters 13 and 14.  For HOMEWORK the students need to read the final chapter, chapter 15.  They do not have to take notes.

Green:  We shared out titles for chapter 17 and 18 and discussed the most important part of each chapter.  For HOMEWORK the students need to read chapters 19 and 20.