Terrific Tuesday

This morning, the students completed the Tuesday portion of their vocabulary sheet for the word of the week, significance.  Then they practiced their keyboarding skills using Typing Club.  After the announcements, we switched for math.

Math began with a logic based warm up in which the students had to rely on their knowledge of multiples in order to solve both word problems.  After that, we reviewed last night's homework.  Then, we began our rotations.

During the small group instruction we used area models to represent and solve 2 digit by a digit (and even a 3 digit by 1 digit) multiplication problems.  During math with a partner, the children finished the word problem scavenger hunt from yesterday and then practiced their basic facts by playing Multiplication War.  Finally, during the technology portion, the children completed a session of Xtra math and then practiced solving word problems using the Live Binder.

HOMEWORK is posted on GC.

Once again, between the second and third rotations, the students enjoyed lunch and outdoor recess.

After math we began our literacy block.  First, we reviewed, again, the RACER strategy, using the slides posted in GC-Writing.  Next, we revisited the concept that the purpose for reading drives what is important (versus interesting) information in non-fiction text.

While I met with guided reading groups, the students worked independently.  First, all groups reread their article about the ecosystem and completed an important versus interesting facts chart to help them answer the question, "What is the role of the decomposer in the ecosystem?"  Next, students used three links in GC-Science to complete a chart comparing/contrasting decomposers and explain why decomposers are important.  After that, the children had time to continue revising and editing their narrative piece.

Guided Reading Groups
Blue:  We met and reviewed the facts, from their article, that were important versus those that were interesting.  We also discussed how they knew which facts to put on each side of their chart.

Pink:  We met and reviewed the facts, from their article, that were important versus those that were interesting.  We also discussed how they knew which facts to put on each side of their chart.

Green:  We met and reviewed the facts, from their article, that were important versus those that were interesting.  We also discussed how they knew which facts to put on each side of their chart.

After guided reading groups, we ate snack and reviewed the decomposers chart.

Next, we continued reading Wonder.  During this time, some students finished revising their rough draft.

The children ended their day in art, with Mrs. Daniell.