Wednesday, January 25

Wednesday, January 25

Popcorn Word: she
Color Word Focus: brown
 Focus Digraph: ch

Reading Strategy: Chunky Monkey...look for a chunk you know or a word part.

 Reader's Workshop: Using the story Animals in Their Habitats, the students will:

~ Build academic vocabulary and concepts related to animals in their habitats.  

~Summarize information from the text.
 ~Identify and discuss nonfiction text features (table of contents).

~Build oral language and vocabulary.
DAILY 5

 Writer's Workshop: The children will continue with their persuasive writing that we began last week.

SMART Room Focus: Follow the Path

Math:  Subtraction

 New Concept: We used the whole/part-part mat to put numbers together. Today we are going to use them to take numbers apart.  When we take a number apart we use this symbol ( - ). Today we are going to use these boards again. I am going to start by putting 10 cubes on the “whole’” bar.  I will roll a dice (3).  Then I will break 3 off and put it in the first “part” box. Then put the rest in the second “part” box.  Now I can read my math talk card...10 – 3 = 7.  We'll try a few more examples to get the idea.

Whole Group Explore: There are some strategies you can use to help you with addition or adding numbers together like I just did.  We already know how to count on our fingers. One of the other strategies is to use manipulatives such as snap cubes. Today you will use our new BIG math words as we use our whole/part-part board to do addition. While one of you is using the board, the other will be writing the equation down and then you will switch.

Student Application: Students will practice solving  their equations.

The Scientific Method
Scientists Analyze Data and Create a Graph  
Connect: Remember yesterday when we said that after a scientist conducts his experiment he observes what happens and collects data?  
Teach: Today I am going to show you how scientists analyze their data and create a graph. Let me show you what I mean. Yesterday I drew a picture on my paper to show what happened to each of the gummy bears. Now, I am going to use that data, my drawing, to create a graph to compare each gummy bear. Yesterday when we looked in the cups, the gummy bear in the vinegar had disappeared. It lasted only one day. So on my graph, I am going to color one box in the vinegar row. Repeat for each of the other two liquids. If there is still evidence of the bear in the cup, we will color in day 2. You will continue to develop this graph over the next 5 days. 
Active Engagement: Now it’s your turn. You are going to be a scientist! I want you to analyze your data and create a graph. 
Link: Remember boys and girls, today and everyday good scientists know we always analyze our data and create a graph.
Application: Invite the children to record, through text or drawing, how a scientist uses graphs.
**PROJECT** Making a MAD Scientist!
Music Today...check out Mrs. Hoselton's latest blog 
here.

The kids enjoyed the storybook reader yesterday...