Marvelous Monday

This morning, the students commented on GC about their weekend and then completed the Monday portion of the new vocabulary worksheet for our word of the week, compare.  After the announcements, we switched for math.

Math began with a quick multiplication warm up.  Then we went to the Pep Rally for our new Booster Thon fundraiser.  When we returned to class, we had a whole group math lesson using the partial products method to solve 3-and 4- digit by 1-digit multiplication problems.

After enjoying lunch and outdoor recess, the students returned to math and completed a quick 1 problem 4-digit by 1-digit multiplication problem.  As I suspected, most of the students are quite competent in this skill.  There are a few who need to brush up on their basic facts.

After completing the exit card, the students finished a session of Xtra Math and then used the Multiplication Live Binder to work on fact fluency.

Math HOMEWORK is posted on GC.

After math, we began our literacy block.  Today we began with writing.  After assigning new writing partners, we read an essay called, "Bugs Are Creepy," an example of opinion writing.  After I read it aloud, the children reread it with their writing partners and discussed the author's opinion.

Next, the children went to PE.

When they returned to class, they ate snack and we discussed how to integrate our independent, silent writing into our literacy independent work block.  I know this sounds redundant, but the children understood what I meant.  :-)

After that, the students worked independently on the following tasks, while I met with small guided reading groups.  First, each group read an article about the Sioux Indians.  As they read they circled unknown words, and marked places that were confusing and/or surprising.  Next, they spent 5-10 minutes working on a topic list for opinion writing.  After that, they completed a graded paraphrasing activity.  Then, they wrote silently for 15-20 minutes, either working on the final draft of their narrative or writing about anything they choose.

Green:  The students reread the article about Sioux Indians, and based on our purpose for reading (how they used their environment for food, clothing, and shelter), they highlighted important information.  Next, we reviewed the highlighted facts and paraphrased it to summarize the text on the chart we started on Friday in group.

Pink:  The students reread the article about Sioux Indians, and based on our purpose for reading (how they used their environment for food, clothing, and shelter), they highlighted important information.  Next, we reviewed the highlighted facts and paraphrased it to summarize the text on the chart we started on Friday in group.

Blue:  Together we reread the article and based on our purpose for reading (how they used their environment for food, clothing, and shelter), we highlighted important information. Then, together, we paraphrased the important facts to summarize the text and add it to the chart we started on Friday in group.