Thrilling Thursday

This morning the students attempted to completed the Thursday portion of the vocabulary sheet for our word of the week, frequently.  Unfortunately, I had forgotten to copy both sides of the 2-sided document, so they weren't able to do it.  Therefore, they worked on solving our weekly puzzles.  After the announcements, we switched for math.

Math began with a word problem warm up involving equivalent fractions.  After that, we reviewed last night's homework.  Then, we began our rotations.

During the small group instruction we practiced proving that two fractions were not equivalent using both a number line and visual models.  During math with a partner, the students finished the comparing fractions, using a number line, task from yesterday.  Then, they used the fraction tracker web site to build and name equivalent fractions.  Finally, during the technology rotation, the children completed a session of Xtra Math and then chose a game from the Fraction Live Binder.

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

Math homework is posted in GC.

After math, we began our literacy block.  We started with students working with their writing partners to help revise their 3 body paragraphs for clarity. Then, we reviewed the requirements for the introductory paragraph.  Finally, I modeled writing one using the country, Australia.

After that, the students went to music with Mrs. Graf.

When they returned to class, the students ate snack as I went over their independent work assignments.

First, the students revisited the poems, "Mother to Son," and "Drop a Pebble in the Water."  Then, they identified the theme of each and highlighted two quotes to support their theme.  After that, they worked on drafting the introduction for their expository writing piece.  Those who finished early worked on a Flocabulary lesson for similes and metaphors.

I met with all 3 guided reading groups and reviewed the themes from both poems.  Then we discussed similarities and differences between them.  I kept groups short to ensure we had time for science.  :-)

During science, the students collaborated to determine where they would collect water from our school yard to analyze and then use recyclables to build collection tools.