Busy Busy Bee's

Thursdays really fly by!  Having no break until they go to gym fifth period means we get four periods of uninterrupted learning!  I love it!!

• 1st - ELA Test Prep and Book Clubs
• 2nd - ReadyGen Lesson 3a.4 -  We had our first Earthquake vocabulary test with just nine words.  I will just say, I can tell who studied and who didn't!  I will be sending out progress reports tomorrow so you can see too!  We then went on to read pages 18-23 in our text about Earthquakes.  We learned how earthquakes are measured.  We learned about Seismographs, the Richter Scale, and the Mercalli Intensity Scale for measuring earthquakes.  We also read about a few more major earthquakes.  This led to the I Can statement today which is "I can compare and contrast information from informational text."  Their homework tonight was to use the graphic organizer I supplied them to write down all the information they learned about the Sumatra earthquake and then all the information they learned from the Mexico earthquake.  Then they use another box to discuss how they are alike, and the final box is to be used to say how they are different. 
• 3rd - GoMath - We spent a little bit of time again reviewing the three major concepts that were taught for Chapter 6: finding equivalent fractions, simplest form of a fraction, and using landmark numbers (number line with 0, 1/2, and 1) to compare fractions.  After reviewing it, we passed out the performance task and went over the task one question at a time.  We read the question out loud, we underlined what they were asking us to do, circled information that was vital, and crossed out information that was "noise" put to simply confuse you.  After really breaking down each question, they were given 5-10 minutes to do the problem before moving onto the next part of the task.   The frustrating part of the performance task is there is always ONE problem on it that was "sorta" covered in the text, but not to the extent or asking as the task.  The kids get frustrated, but I tell them.... "The entire purpose of learning is so you can take what you learned, and then use it in ANY situation, not just ones you are used to!"  It is still frustrating when all the practice in the book and activities was aimed on two digit lower numbers, then the Performance task has them simply a fraction with 3 digit numbers.  We spent extra time on Problem #2 and I helped them walk through the challenges of using such a big number. I am just glad they were able to read and understand and tell me what they should be doing on the rest of the problems.  They get the concepts!  Now, if some of them would just memorize their facts they would start getting the computations right too!
• 4th - I gave them as much time as they needed to finish the performance task so we only had about 25/30 minutes for them to go "WAGGLE".  The kids are so excited when they pass a level and get more elevation points.  I am excited because as they are working on this common core aligned math lessons, I can pull small groups to work with in the back.  
• 5th - Gym
• 6th - Lunch
• 7th - We spent the first part of class going over not just today's but yesterday's Math Test Prep question.  We simply ran out of time yesterday so we played make up today.   We went over 4.OA.3 and 4.OA.4 today.  Tonight for homework they have to do the question that corresponds with the lesson.  When we were done with the Test Prep - we moved to the last section of Chapter 4 in Social Studies.  We read about New York City during the times of the 13 colonies.  We learned the importance of the city during that time and the different ways it was governed and how the economy was during that time.  They have a comprehension check from the reading to complete for homework.

Parents:  I just wanted to update you on dismissal.  At 2:25 they call us over the speaker system to start getting ready to go home.  We start packing up at that time.  I understand that at times you may have had to wait for us to get outside.  I just want you to know that when we are late, it is because we are simply not ready to exit the room.  The students know they have to leave the room clean, neat, organized, nothing on their desk, nothing under their desk.  They know that they have to be orderly and quiet when lining up and walking in the hallway.  If they can't get it together, we don't go.  It is that simple.  If you want to help, talk to your child about responsibility and doing their best each and every day.  I expect them to RESPECT their classroom and their classmates.  If we are not at the door at 2:35, just know that it isn't me being disrespectful of your time, it is me trying to help you develop responsible, well behaved, caring students who understand demands and expectations for greatness.

Homework:

• ELA Test Prep - Question #12
• Math Test Prep - 4.OA.3 and 4.OA.4 (one question on each page)
• Reading - Compare and Contrast the Sumatra and Mexico Earthquakes using the graphic organizer provided and the text on pages 18-23.
• Social Studies - Chapter 4, Lesson 3 comprehension practice