Thrilling Thursday

This morning the students worked on our weekly puzzles and then completed a WTW practice activity.  After the announcements, we quickly read about the establishment of the Plymouth Colony and added details to our chart.  After that, we began reading about the English settlers who came to St. Mary's City.

Next, we switched for math and took a Go Noodle brain break.  Then we completed a fraction warm up and reviewed last night's homework.  After that we began our rotations.

During the small group instruction we practiced solving equation involving the multiplication of a fraction and a whole number.  Then we worked on solving some word problems.  During math with a partner the students used dice to create multiplication equations involving a whole number and a fraction.  Then they determined the product and simplified it.  During the technology rotation the students watched 3 Khan Academy lessons and completed a practice activity.  Those who finished early worked on their basic fact fluency using Xtra Math.

For HOMEWORK the students need to write an equation to represent and solve problems D and E.

After math, the students enjoyed lunch and indoor recess.  Then we began our literacy block.

First, we reviewed the domain specific vocabulary we identified yesterday.  Then we watched a 2 minute video clip to build background knowledge about the Hurricane of 1900 that hit Galveston, Texas.  After that, we read and discussed a secondhand account of the storm.

While I met with groups, the students reread the article about the Galveston Hurricane and underlined evidence that supported the author's points.  Then they worked with their writing partner to design/create an ad for Cheerios using the advertising technique I assigned.

Pink:  Together we reread the article, "Swallowed by the Sea", reviewing domain specific vocabulary and underlining evidence supporting the author's point.  For HOMEWORK the students need to number the paragraphs and practice reading the first two.

Orange:  We reviewed unknown words and then shared evidence they identified to support the author's point that this was the deadliest storm to strike the US.  For HOMEWORK the students need to reread the article and number the paragraphs.

Green:  We reviewed unknown words and then shared evidence they identified to support the author's point that this was the deadliest storm to strike the US.  For HOMEWORK the students need to reread the article and number the paragraphs.

Blue:  We reviewed unknown words and then shared evidence they identified to support the author's point that this was the deadliest storm to strike the US.  For HOMEWORK the students need to reread the article and number the paragraphs.

After reading, we took a Go Noodle brain break and turned our attention to the marking period 3 inquiry project.

I began by reviewing the inquiry project  expectations with the children.  In short, they will choose an advertisement and form an opinion as to whether they think it is responsible or irresponsible advertising.  Then they will identify and explain three reasons to support their opinion.

Today I modeled choosing an ad and listing 3 reasons, without explanation, as to why it is not a responsible ad.  Then the children had time to choose an ad, form an opinion, and list three reasons, on an index card.

HOMEWORK is posted on GC - Holman's Homework.