Wonderful Wednesday

This morning the students completed the Wednesday portion of the vocabulary sheet for our word of the week, propose.  After that, they played an online game to practice recognizing the correct spelling of commonly misspelled words, since it is Word Wednesday.  After the announcements, we switched for math.

We began math with 2 division word problems that required the students to interpret remainders.  Then, the students took an MCPS mandated assessment, covering multiplication and division.

After enjoying lunch and outdoor recess, those students who didn't complete the EMAT had time to do so.  The other students completed a session of Xtra Math and then used the Division with Remainders Live Binder to work on division skills.

After math, we began our literacy block.  First, we had a mini-lesson with a focus on identifying and correcting run-on sentences.  We also reviewed proofreading for spelling, capitalization, and punctuation.  Each students received a Word Bank booklet, to be stored in the writing section of the binder, to use for help with their spelling.

While I met with guided reading groups, the students worked on the following tasks.  First, they met with their writing partners to proofread their persuasive pieces for run-on sentences, spelling, punctuation, and capitalization.  Next, they used context clues and dictionary.com to rewrite a sentence.  After that, they worked through a Flocabulary lesson about Ecosystems, focusing on food webs.

Guided Reading Groups:
Green:  We discussed the need to say something important in a main idea sentence.  For example, and this is what I used in group, don't say the text is about why wolves howl, instead say that wolves howl to communicate.  Next, we talked about using the title, heading, topic sentences, and concluding sentences to help identify the main idea of text.  After that, the students wrote a main idea statement for "Out of Shattered Land".  We shared each, discussed it, and I gave it a grade.  Then, I wrote a main idea statement and they graded it.  Finally, they rewrote my main idea statement to make it an "A".

Pink:  We discussed the need to say something important in a main idea sentence.  For example, and this is what I used in group, don't say the text is about why wolves howl, instead say that wolves howl to communicate.  Next, we talked about using the title, heading, topic sentences, and concluding sentences to help identify the main idea of text.  After that, the students wrote a main idea statement for "Out of Shattered Land".  We shared each, discussed it, and I gave it a grade.  Then, I wrote a main idea statement and they graded it.  Finally, they rewrote my main idea statement to make it an "A".

Blue:  We discussed the need to say something important in a main idea sentence.  For example, and this is what I used in group, don't say the text is about why wolves howl, instead say that wolves howl to communicate.  Next, we talked about using the title, heading, topic sentences, and concluding sentences to help identify the main idea of text.  After that, the students wrote a main idea statement for "Out of Shattered Land".  We shared each, discussed it, and I gave it a grade.  Then, I wrote a main idea statement and they graded it.  Finally, they rewrote my main idea statement to make it an "A".

After our literacy block we had a science whole group lesson.  After reviewing important vocabulary, including, dependent, interdependent, independent, and matter, the students drew a diagram of their ecosystems (or what it should look like), labeling specific items and then drawing arrows showing relationships between two items.