Wednesday, December 16

Wednesday, December 16

Letter Study: Zz
 Popcorn Word: by

Reading Workshop: Introducing Inflection/Intonation using the familiar song Are You Sleeping, Brother John?Inflection/Intonation—Pitch
Explain: When we talk, we do not say every word the same. We use different kinds of inflection and intonation. We say some words louder and some words softer. This is called volume. We emphasize some words. This is called stress. We also say some words at a higher pitch (model) and some words at a lower pitch (model). In reading, the ending punctuation helps us know when to change our pitch. We make our voices rise when we see a question mark and fall when we see a period. When we see an exclamation point, our voices may rise or fall depending on what we are reading.

Display “Are You Sleeping, Brother John?” and read aloud the title. 

Say: This is a song about bells that ring in the morning that let Brother John know it is time to get up. The author uses a question mark to let us know when to raise our voices and a period to let us know when to lower them. Changing the pitch helps the sentences sound right and make sense.

Point to each word as you sing the song aloud, making your voice rise when you come to a question mark and fall when you come to a period. For example:

Let your voice rise at the end of the lines:

Brother John?

Brother John?

Let your voice fall at the end of the lines:

Ding, ding, dong.

Ding, ding, dong.

Next say: Now I will sing the song again. This time, I will not change the pitch.

Sing the entire song with a monotone pitch and constant speed.

Ask: Which way makes the song sound better and easier to enjoy and understand? Why?

  Writer's Workshop: We will continue to work on "zooming in" in an attempt to add more words to our writing.
  DAILY 5

Math: Whole/ Part-Part
New Concept:  We have been working on putting numbers together and breaking them apart. I want to try it a different way. I am going to give you a whole number and one of the parts. You have to figure out the other part. "I had 5 pumpkins. 3 of them were tall. Some were not tall. How many were not tall?"
  Several examples will be provided using the whole/ part-part mat. 
Whole Group Explore: Now you will work with a partner but let’s sit together while I tell you some stories and you build it on your mat. • I saw 7 bats.  3 of them were brown. The rest were black.  How many were black? • There were 8 scarecrows in a field. 5 of them had red shirts. The rest had blue shirts. How many had blue shirts? • In the field there were 9 deer. 5 of them were bucks and the rest were does. How many were does?  Student Application: Students will practice completing their whole/part/part frames. 

Smart Room Highlight: Crawling under Santa's Forest

~Rosie found her way to the top of the projector!

Music Today

~The book for our exchange is due next Monday.
~The Club's Choice fundraiser pick-up is tonight from 3-6 in the high school cafeteria.
~Again, did you notice that your child has a purple star coming home on their work? This signifies that a teacher/grown-up has checked their paper and it's ready for home.