2. Good Morning !!! Today is Wednesday, February 3, 2016 Bell work 1.TURN IN YOUR TAKE HOME FOLDER IN THE PINK BUCKET ON THE HORSESHOE TABLE IN NUMBER ORDER 2.Turn in Reading Homework 3.Day 2 ELA and Math 4.If you are finished with your book, you may swap it out. 5.Practice your Flashcards 1 Activity Music Activity Music

3. Morning Meeting Today is February 3rd We go to Music today for Activity. You have 30 seconds to greet one another around your desk. Important dates and information: – Fact Fluency Friday – Math Fractions Review Thursday – Math Fractions Test Friday Choose 3 people to share about something. After they have shared, choose 2 people to respond to the person sharing. Quote of the Day: 2 8:45

4. Making Meaning Expository Nonfiction 9:00

5. 3rd Grade Making Meaning Unit 6 Week 1: Using Text Features

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7. F IX U P S TRATEGIES 1. REREAD a part of the book that you do not understand carefully and slowly 2. READ AHEAD and look for more information 3. STOP & ASK QUESTIONS about what you are reading, searching for answers before, during, and after reading 6

8. T HINKING ABOUT MY R EADING It is important to stop and think about your reading. You can use these questions to self-monitor. 1. What is happening in my book? 2. Do I understand what I am reading? 3. Do I know what most of the words mean? 4. Is this book fun and interesting to read? 7

9. R EADING C OMPREHENSION STRATEGIES Visualizing – using an author’s words to create pictures in their minds Making Inferences about characters – authors often reveal information about their characters through the characters’ words, actions, and thoughts instead of telling the reader directly what the characters are like Wondering / Questioning – helps you actively think about what you are reading and read for answers to your questions 8

10. I NDIVIDUALIZED D AILY R EADING You will be reading silently for 25 minutes. I will be conferring with individual students. You will continue to read NONFICTION texts. Use the “Thinking About Reading” Anchor Chart At the end of independent reading, you will talk with your partners about what you learned.

11. S HARE Y OUR R EADING What is the title of the book? What is the book about? What is something you wondered as you were reading? What is something you learned? Did that make you wonder anything else?

12. D AY 3 In today’s lesson you will: Hear and discuss parts of an expository nonfiction book Identify what you learn from the text Make text to self connections Use the text features to better understand information in the book Read independently for up to 25 minutes Take responsibility for their learning and behavior 9:45

13. R EVIEW & D ISCUSS M ORNING M EALS How did we use the table of contents to find information in the book? How did we use the index? What do you eat for your morning meal? Do your morning meals remind you of the morning meals in other countries? Which one? 12

14. E XPLORE T EXT F EATURES FUN FACTS – this section gives extra information What did you learn about morning meals from the “Fun Facts” section? What fact did you think was fun? Why?

15. “T O L EARN M ORE ” & G LOSSARY This is a list about other foods people eat around the world. This section is for readers who still have questions or want to find more information on the topic A list of words that the author thinks readers might still want to know to understand the book. It is organized like a dictionary 14

16. T EXT F EATURES Summary on the back cover – let’s the reader know what the book is about Table of Contents - tells readers the different chapters or sections in the book and the pages where each chapter or section begins (SHB p.28) Index - helps readers quickly find all the places in the book where a topic or a word is mentioned Fun Facts – gives extra facts about the topic To Learn More – helps readers who still want more information Glossary – a list of words that the author thinks readers might need to know 15

17. What new information did you learn from the text features at the back of the book? TTP 16

18. R EADING C OMPREHENSION S TRATEGIES Visualizing – using an author’s words to create pictures in their minds Making Inferences about characters – authors often reveal information about their characters through the characters’ words, actions, and thoughts instead of telling the reader directly what the characters are like Wondering / Questioning – helps you actively think about what you are reading and read for answers to your questions Using Text Features - 17

19. 10:15

20.  Review and practice using the words from Day 1  Build their speaking and listening skills  Contribute ideas that are different from their partners’ ideas 19

21.  Which of the words you learned yesterday was the most fun to talk about? Why?  Prompt: I think ______________ was the most fun to talk about because …  Unexpected  Abandon  Industrious

22.  Read each sentence and decide which word can replace the underlined word  Sentence 1: During lunch, the fire alarm in the cafeteria sounded and the sprinklers went off. It was very surprising!  Unexpected  Abandon  Industrious

23.  Read each sentence and decide which word can replace the underlined word  Sentence 2: Today, Paula cleaned her room, read a book, and finished her art project. She is hardworking.  Unexpected  Abandon  Industrious

24.  Read each sentence and decide which word can replace the underlined word  Sentence 3: On their road trip, the Juarez family drove by a town where the buildings were empty and all the gardens were overgrown. The town was without people.  Unexpected  Abandon  Industrious

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26. Being a Writer Expository Nonfiction 10:35

27. 3rd Grade Making Meaning Week 3: Expository Nonfiction Week 3: Expository Nonfiction

28. Day 1 In this lesson, the students will: With a partner, select an animal to research and write about Do pre-research writing about their animals Make fair decisions Cultivate curiosity

29. In the coming weeks, you will explore and write a nonfiction informational report on an animal that you and your partner are curious about. Review the list of animals that you created yesterday. Make sure both of you are curious about the animal.

30. What do you already know? Last week I read some nonfiction books about dolphins. I got curious to learn more about them, so I chose dolphins as the topic of my report. Now I’ll write some things I know, or think I know, about dolphins. I’ll start with where they live. I’ll write: Dolphins live in the sea. Next, I’ll write what type of animal they are: They are mammals. The word mammals has a certain meaning. Maybe I’ll try to explain what I think mammals means. I’ll write: That means they breathe air. Being a mammal also means that they are warm- blooded. What else do I remember from my reading? I’ll write what dolphins are like and what they usually eat: They are smart and friendly. Their diet is mainly fish. I’m still curious about many things about dolphins, though. I’ll write something about that here: One thing I wonder about dolphins is what their babies are like.”

31. Pre-research writing Dolphins live in the sea. They are mammals. That means they breathe air. Being a mammal also means that they are warm- blooded. They are smart and friendly. Their diet is mainly fish. One thing I wonder about dolphins is what their babies are like

32. Writing Time! Sit together with partners at a desk Spend 15-20 minutes writing QUIETLY about what you know or think you know 31 Skip Lines Make sure you leave a line blank.

33. What did your partner write about your animal that you didn’t write? What are some things that you and your partner both wonder about your animal? 32

34. 1:00

35. Lesson 7: Representing parts of one whole as fractions with number bonds

36.  Why is it important for us to know how many parts make up a fraction ? Essential Question

37.   Recognize a unit fraction as the quantity formed when the whole is partitioned into equal parts.  Recognize fractional parts and understand the amount formed represents the number of parts compared to the whole.  Compare a group of unit fractions to one. I Can….

38.  ① Fraction- any part of a group, number, or whole. ② Numerator- number above the line of a fraction, showing number of parts of the whole. ③ Denominator- bottom number in a fraction. The number of parts the whole is divided into. ④ Unit faction- A fraction with the numerator of 1. Key Terms

39.  You are working at Picasso’s Pizza Palace to earn some extra “dough”. Part of your job is to make pizzas for all the birthday parties. You just got an order for a large pizza. Your order calls for of it to be pepperoni and the rest of it to be cheese. Your Challenge: If you have one whole pizza and of your pizza is pepperoni, how many eighths are needed to be cheese? Mini Lesson 5858 5858

40.  How many slices do we cut our pizza into? 1 2 3 45 6 7 8

41.  Mini Lesson How many slices of our pizza are pepperoni? 1/8 2/8 3/8 4/8 5/8 5858

42.  Mini Lesson How many slices of our pizza need to be cheese? 1/8 2/8 3/8 4/8 5/8 6/8 7/88/8 of our pizza need to be cheese. 3838

43.  Mini Lesson 3838 How could we show this information in a number bond? 5858 8888 (1)

44.  Mini Lesson More people joined the party and we had to order more pizza! They like supreme and meat-lovers pizza.

45.  You try! Let S represent the supreme topping. How many slices of our pizza are supreme? 4646 S S S S M M Let M represent the meat-lovers topping. How many slices of our pizza are meat-lovers? 2626

46.  You try! 2626 How could we show this information in a number bond? 4646 6666 (1) S S S S M M

47.  46 2:20 Station A: Teacher Table Fraction Practice Station B: Independent Practice SHOW YOUR WORK!! Station C: Fluency SHOW YOUR WORK !! Station D: Teacher’s Choice SHOW YOUR WORK!!

48.  How can making a number bond help us figure out how many parts make up a fraction? Sharing Time

49.  Exit Ticket Complete the number bond. Draw a shape that has shaded and un-shaded parts that match the completed number bonds. 1 2323

50. Scholastic News 49

51. Dismissal 1.Pack up! 2.Fill out today’s “Think Sheet” 1.What was my behavior? 2.How did my behavior affect others? 3.What is my plan to improve my behavior? 4.Do I need to apologize to anyone? If so, to who and why? 3.Job Time! 4.Read Quietly! 50