Marvelous Monday

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

Math began with an elapsed time, multi-step,  word problem.  After that, we began our rotations.

During the small group instruction, we practiced solving elapsed time word problems using a t-chart or a number line.  During math with a partner, the children played an elapsed time Toss n Talk game.  Finally, during the technology portion, the students completed a session of Xtra math and watched a Learn Zillion lesson about solving elapsed time word problems.  Those who finished early used the elapsed time Live Binder to get more practice.

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

Math homework is posted in GC.

After math, we began our literacy block.  First, we reviewed what we have learned about writing a persuasive essay.  Them, several students shared their writing, using the Author's Chair.  After each, we discussed what we learned from the essay, if we agreed or disagreed with the author's opinion, and if anyone had been persuaded to change their mind.

Next, the children went to PE with Mr. Smith.

When they returned to class, they ate snack while we had a main idea and supporting details mini lesson.  Then, we went over today's independent work assignments.

First, each reading group received a non-fiction article to read, circling unknown words, and marking places that are surprising and/or confusing.  Next, students had time to complete their persuasive essay.  These are due by the end of the day today.  After that, the children completed a science vocabulary formative.  Finally, they continued working on their brochure explaining how different Native American tribes used their environment for food, clothing, and shelter.

Pink:  We reviewed the article, "Seat Belts Mean Safety", discussing surprising and confusing parts.  Then we identified the topic.  Next, we tried to find key details supporting the main idea, seat belts are important.  When students realized they couldn't, we were forced to reread and determine the key details in order to get a better handle on the main idea.

Green: We reviewed the article, "Get Up and Go!: Breakfast Boost", discussing unknown words, and surprising and confusing parts.  Then we identified the topic. After that, we began identifying key details to help determine the main idea.

Blue:  We reviewed the article, "What Lives in a Rain Forest?", discussing unknown words, and surprising and confusing parts.  Then we identified the topic. After that, we began identifying key details to help determine the main idea.