Marvelous Monday

This morning, the students commented about  their  weekend on our morning message.  Then they completed the Monday section of our vocabulary sheet for our new word of the week, propose.  After the announcements, we switched for math.

Before beginning our rotations, we completed an operations based, vocabulary rich, math warm up.

During the small group instruction we used the relationship between multiplication and division to determine the unknown in a division problem.  During math with a partner, the students chose between 2 board games, both focusing on interpreting remainders in a division problem.  Finally, during the technology portion, the students completed a session of Xtra Math and then solved 3- and 4-digit division problems with remainders.

Between the second and third rotation, the students enjoyed lunch and outdoor recess.

Math homework is posted on GC.

After math, we began our literacy block.  We started with a writing lesson.  Today we focused on peer conferencing to get feedback as to the clarity of the persuasive writing piece.  Students met with their writing partner and focused on the author's opinion, 3 convincing reasons, and whether the essay makes sense.

After writing, the students went to PE with MR. Smith.

When they returned to class, they ate snack while we reviewed today's independent work assignments.  First, all reading groups read an article about two brothers who escaped from Syria and started a new life in the United States.  Since this was their first reading they circled unknown words and marked places they found surprising and/or confusing.  After that, they made revisions to their persuasive pieces based upon the feedback given by their writing partner.  Then, students had one last day to complete the science activity where they used RACER to explain how two organisms in their eco-system benefited from each other.  Finally, those who had time, worked their way through a Flocabulary lesson about possessive nouns.

As they worked, I continued my monthly reading assessments.  Then I met with guided reading groups.

Pink:  We discussed the text structure of cause and effect and identified the main idea as the brothers left Syria because it was too dangerous.  After that, we reviewed unknown words and answered some literal comprehension questions.  Finally, we began identifying causes that led to the brothers coming to the United States.


Green:  We discussed the text structure of cause and effect and identified the main idea as the brothers left Syria because it was too dangerous.  After that, we reviewed unknown words and answered some literal comprehension questions.  Finally, we began identifying causes that led to the brothers coming to the United States.

Blue:  We discussed the text structure of cause and effect and identified the main idea as the brothers left Syria because it was too dangerous.  After that, we reviewed unknown words and answered some literal comprehension questions.  Finally, we began identifying causes that led to the brothers coming to the United States.