"Multiplication Matrix"

In Writers' Workshop, we read like writers to notice and name characteristics of strong literary essays. Below you'll see students annotating and marking writing moves the author utilized. We noticed one was essayists close their essays is by writing a "twin paragraph"; a paragraph that is similar to their thesis paragraph, using different words, to provide summary and closure.

In Readers' Workshop, we've finished up our work with themes and are now moving into strategies to compare plot, setting, theme, characters, etc.  The lessons and strategies students learn in the next few weeks will work toward the more difficult and complex Common Core State Standards (below). It's important to note that before students can compare plot, for example, they must first be able to focus on important parts of the story, think about conflict/ resolution, etc.  That being said, today students learned how to summarize plot using "Somebody Wanted But So Then". 

• CCSS.ELA-LITERACY.RL.3.9  Compare and contrast the themes, settings, and plots of stories written by the same author about the same or similar characters (e.g., in books from a series)
• CCSS.ELA-LITERACY.RI.3.9  Compare and contrast the most important points and key details presented in two texts on the same topic.

We started our new Read Aloud book today, Masterminds, by Gordon Korman.  Gordon Korman is a fantastic author with many books and series published.  If your child is looking for a book to read, check out some of his!

In Math Workshop, we began solving multi-digit multiplication equations.  Please note, I am not starting with teaching standard algorithm (the way we solve these problems) first. This is because if we start with standard algorithm, students tend to not know why the math works out; i.e. why we drop that zero... Today I taught students one way we can solve multi-digit multiplication equations is by breaking the factors into their place value parts.  We call this the "Multiplication Matrix" (or partial products).  After students have mastered this, then we'll move on to standard algorithm.  Also, I cannot stress this enough, if your child still hasn't memorized their multiplication basic facts, math will start to get really hard for them from here on out.  Please make sure they practice, if needed. 

Sorry for the lengthy post today!  We're getting back in the swing of things now that PARCC is over. 

Homework:

• Math homework
• Practice multiplication/ division facts (if necessary)
• Read 20 minutes:  

Reminders:

• Report Cards: Please review, sign and return the envelope at your earliest convenience. 

Classroom Supplies:  

• Pens

Kidblog Link:  

• https://kidblog.org/class/RES11/login

Thank you,

Mrs. O'Neill