Wednesday, May 15, 2013

Wonderful Wednesday

The students began their day in the media center.  When we returned to class I explained that being able to identify the text structure (cause/effect/sequence/comparison, etc) can help readers determine the author's purpose and the main idea.  We also reviewed how to use the topic and concluding sentences to identify the main idea in text.  We practiced using these strategies, using selections of text about robots.

After that we revisited the newsletter Live Binder and I pointed out several sections that students might have missed during their scavenger hunt yesterday.  Then I displayed an example of a students made story board for a class newsletter.  Next, I modeled creating one using the expectations listed on the scavenger hunt.  Finally, the students formed small groups with whom they will collaborate to create a class newsletter about third grade.

In math we spent time solving a Drexel math word problem.  We identified and defined key vocabulary words, then we listed requirements that fit the task, finally, we named possible answers.  After that, we used the requirements to narrow down our answer choices.  Then we used drawings to come to a final answer.

While Mrs. Head and I worked with small groups, the students began a quadrilateral sort.  My group practiced identifying the question and information needed to solve multi step word problems.  Mrs. Head's group worked on calculating elapsed time.

There is a quadrilateral worksheet for homework.

Following lunch and outdoor recess the students continued their independent work, while I met with small groups.

Yellow Jackets:  We shared last night's homework, identifying the story structure in "The Lion and the Wolf".  Then the students began researching Vietnam to build background knowledge in preparation for our next novel, Onion Tears, about  a Vietnamese refugee who fled to Australia.  Students who do not complete the research in class must do so for homework this evening.

Sharks:  The students reread Wolverines and charted short vowel sounds in their RRJ.  We began group by reviewing these charts.  Then we identified words with the -ow sound spelled as either -ou or -ow.  We sorted other words according to whether they had the -ow sound spelled ow, ou or they didn't contain the sound.  After that, I introduced our new book, Horse Hero.  Finally, the students read the book to decide is the horse was indeed a hero.  For homework the students need to reread the book and complete the word sort (charting -ou-ow or other, as we did in class) using the words on the worksheet that they were given in group.

Snakes:  The students reread Redwood Trees and charted 1, 2 and 3 syllable words from their book in their RRJ.  In group we reviewed these charts.  Then identified consonants that have more than one sound at the beginning of words.  (c-city /s/ or cold /k/)  After that, the students were given new word lists and we practiced reading them.  For homework the children need to read their words lists 3 times.

Cheetahs:  The students reread their book and created a chart in their RRJ, listing words with suffixes from their book and separating the root word and the suffix.  For homework the students need to read (free choice) for 15 minutes.

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