Math: Two different tasks tonight (they know who they are!):

A Challenge Elapsed Time worksheet with a variety of scenarios as discussed in last night's blog entry.

or

A Schedule worksheet that asks them to consider elapsed time as it pertains to our everyday lives.

Language Arts: Watched a short video clip of a 5th grader reading her favorite poem. We discussed how she appreciates this particular poem, "Sloth," because her life is so hectic...

I met with each group today and conferenced with about half of the class regarding yesterday's inferencing activity. In the end, a variety of ideas but we broadly addressed the comic rather than focused on one specific aspect... with so many viewing the prompt this way, the finger probably needs to be pointed at the prompt author, aka - me.

Spelling is due Friday, May 30th!

Math: Based on the pre-assessment, we are jumping directly into telling and elapsed time. Keep in mind, elapsed time can present itself in a variety of ways. Here are some possibilities:

Given information...
- Start time + amount of time (determine the end time)
or
- Start time + End time (determine the amount of time past)
or
- End time + amount of time (determine the start time)

These are just things to keep in mind going forward...Tonight's homework is to complete the Elapsed Time worksheet. In addition, I have included a "Quick Tricks for Multiplication" packet that must be completed by Friday, May 30th. Simply put - this is a response to our basic fact deficit as demonstrated by our Unit 3 and 5 computations.

Language Arts: Each group met today but the only homework is to reread their book.

In addition to small groups, we visited the lab and took part in an inferencing activity. They were asked to examine the "gutters" of a Garfield comic and describe what they think happened, and most importantly, explain why based on their background knowledge, text support, and illustrations. It is amazing the variety and depth of their interpretations when given so little in terms of material...