Math began with a logic warm up. Next, we reviewed the homework from last night. Then, we began our rotations.
During the small group rotation, we practiced estimating and solving to determine the quotient of a 4 digit number divided by a 2 digit number. During math with a partner, the students played Multi-Digit number battle, a card game, that provided practice with mental multiplication of 2-digit by 1-digit numbers. Finally, during the technology rotation, the students completed a session of Xtra Math and played Ken-Ken, an online game using mental math and logic.
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 writing, after reviewing the expectations for the performance task where students will plan and write a story based upon our research of what it was like to travel west using the Oregon Trail, the children had 10 minutes to complete their planning graphic organizer and then 25 minutes to write their entire rough draft.
After writing, the students ate their snack while I went over their independent work assignments.
First, they completed the Tuesday section of the reading skills page which focused on writing cause and effect statements. Next, they red another poem by Gary Soto, "Oranges" and identified inferences they could make about him, based on the poem. After that, those who didn't complete the reading formative yesterday, did so today. Then, they illustrated an idiom and explained both the literal and figurative meaning of it. Those who finished early, completed the Flocabulary assignment, about magnets, that they started last week.
While the class worked on these tasks, I met with guided reading groups.
Green: First, we shared our cause and effect statements that we identified using the pictures on the reading skills paper for this week. After that, we reread the poem, "Oranges," by Gary Soto and identified inferences we could make. Then, we chose an inference we could make about the poet's life and identified the text support and our background knowledge that helped us make it.
Pink: First, we shared our cause and effect statements that we identified using the pictures on the reading skills paper for this week. After that, we reread the poem, "Oranges," by Gary Soto and identified inferences we could make. Then, we chose an inference we could make about the poet's life and identified the text support and our background knowledge that helped us make it.
Blue: First, we shared our cause and effect statements that we identified using the pictures on the reading skills paper for this week. After that, we reread the poem, "Oranges," by Gary Soto and identified inferences we could make. Then, we chose an inference we could make about the poet's life and identified the text support and our background knowledge that helped us make it.
After our literacy block, we revisited the Mystery Science lesson that we began on Friday.
The children ended their day in art with Mrs. Daniell.
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