Wednesday, February 1

Wednesday, February 1

Popcorn Word: had
Color Word Focus: white
 Focus Digraph: wh


Reading Strategy: Skippy Frog
If you can't figure out a word, hop over it and read to the end of the sentence. Hop back and try the word again.

 Reader's Workshop: Inflection/Intonation

 We have learned that we use different kinds of inflection and intonation when we read. We say some words louder and some words softer. This is called volume. We say some words higher and some words lower. This is called pitch. We also emphasize some words. This is called stress. Sometimes words we need to stress are in boldfaced letters, or all uppercase letters. We also pay attention to what the author is saying to help us figure out when to stress words.

Display the fluency poster “Where Has My Little Dog Gone?” and read aloud the title. 

Say: This is a rhyme about a dog that has run away. I'll use this rhyme to model how I stress words that are important for keeping the rhythm going and for emphasis. Listen as I read the rhyme, and try to notice when I add stress to important words.

Point to each word as you read the rhyme aloud, varying your speed to make the text interesting and dramatic. For example: Read slowly and stress the word where:

• Oh where, oh where has my little dog gone?
• Oh where, oh where can he be?

Increase your pace and stress ears and tail:

• With his ears cut short and his tail cut long,

Read with expression, stressing where:

• Oh where, oh where can he be?

Next say:  Now I will read the rhyme again. This time, I will read every word exactly the same and with the same speed.

Read the lines slowly, in a monotone, without stressing words.

Ask: Which reading makes the rhyme more interesting? Why?

DAILY 5

 Writer's Workshop: Writing a Review or Recommendation

SMART Room 
 Time for Kids: Chinese New Year

Math: Measurement

New Concept: Hold up two items (bag of marshmallows and bag of coins [in a sandwich sized plastic bag) and ask students which item in bigger? Which item would you rather put in your backpack and hike up the mountain with? Why would you rather pack the marshmallows? Because they are lighter. Right! Just because an item is bigger, it does not mean it is heavier. We have already studied about how tall and how short items are, over the next few days we are going to compare weights. Repeat this process by setting two objects in front of you. Have students estimate which items will be heavier than or lighter than the other. Then invite students to pick them both up to determine which is heavier than or lighter than.
Whole Group Explore: Today you will work with your partner. First estimate (which is a smart guess) which one will be lighter and which will be heavier. Then hold some objects in your hand to see which one is heavier and which one is lighter.
PhyEd today

Science: Scientists Use Tools
The children will use pan balances to find out how much something weighs. The kids will make a smart guess before weighing the item.

~There are quite a few papers in today's Wednesday envelope. :)
~Conferences are tomorrow evening from 4-7.