Marvelous Monday - Book Fair Week!

This morning, the students commented on the morning message to share what they did over the Thanksgiving weekend, then they completed the Monday section for our new vocabulary word of the week, frequently.  After the announcements, we switched for math.

Math began with a numerical puzzle.  Then, we began our rotations.

During the small group lesson we worked on using benchmarks numbers (0, 1/2, 1) AND visual models (fractions strips) to compare fractions.  During math with a partner, the children played Clip and Cover - Comparing Fractions to 1/2.  Finally, during the technology portion, the students completed a session of Xtra Math and then practiced comparing fractions using the Fraction Scale web site.

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

Math homework is posted in GC.

After math, we visited the book fair to browse the many excellent books available to purchase.  Then, when we returned to class, we began our literacy block. 

I began by modeling how to use my research notes to draft the second paragraph about my country's geography.  The students will write the 3 body paragraphs first.  Then they will go back and draft the introduction paragraph and then the conclusion.

After the writing lesson, the students went to PE with Mr. Smith.

When they returned to class, they ate snack while I went over today's independent work assignments.  First, the students discussed theme with a partner and then watched a Learn Zillion lesson about identifying the poet's message in poetry.  After that, they used their research notes to draft paragraph 2, about geography, for their expository writing piece.  Next, any students who did not complete the science paragraph about why we need to protect the Chesapeake Bay, did so.  Finally, the students worked on a Flocabulary lesson about using and punctuating dialogue.

As the students completed their work, I met with guided reading groups.

Green:  First, we read the poem, Mother to Son," by Langston Hughes.  Then, we discussed the theme.  After that, the students reread the poem and underlined evidence, lines from the poem, that helped them determine the theme.  Next, I used their theme and evidence to model how to write a written response, suing RACER, and correct punctuation for direct quotes.

Pink:  First, we read the poem, Mother to Son," by Langston Hughes.  Then, we discussed the theme.  After that, the students reread the poem and underlined evidence, lines from the poem, that helped them determine the theme.  Next, I used their theme and evidence to model how to write a written response, suing RACER, and correct punctuation for direct quotes.

Blue:  First, we read the poem, Mother to Son," by Langston Hughes.  Then, we discussed the theme.  After that, the students reread the poem and underlined evidence, lines from the poem, that helped them determine the theme.  Next, I used their theme and evidence to model how to write a written response, suing RACER, and correct punctuation for direct quotes.