The students began their day in art. When they returned we revisited the narrative poem, "Fun" and identified the sequence of the poem on a storyboard graphic organize using temporal words. Then we discussed the theme of the poem.
After that I explained the differences between literal and non-literal language and introduced the concept of figurative language. Then I explained that one type of figurative language is a simile which compares 2 seemingly unrelated objects using the word "like" or "as". We then identified two similes in the poem, "Mummy Slept Late and Daddy Fixed Breakfast".
Finally, I explained that our next writing piece will begin with a theme. The theme that all children will use is facing the unknown. We discussed what this meant and I gave examples from my own life.
While I meet with small groups, the students will brainstorm a list of topics with the theme, "facing the unknown". They will also complete an activity to help them better understand similes. Finally, they will complete individual reading group tasks.
Sharks: We met and reviewed their lists of unknown words from homework last night. Then we discussed the events in the chapter called "The Accident" and identified how Sarah Ida has changed. In class the students will read the next chapter, "Across the Railroad Tracks". For homework they need to reread this chapter and draw the beginning, middle and end in their RRJ and write one sentence for each.
In math we reviewed describing multiplication and division using parts and wholes. Then we learned how to use multiplication to solve division problems. You can view the lesson here. The children had a follow up worksheet to complete while Mrs. Head and I met with small groups. My small group used manipulatives to help write and solve equations representing word problems. Mrs. Head's group worked on reviewing and practicing the strategies taught in today's lesson. There is a fact family worksheet for homework.
Following lunch and outdoor recess the children continued their independent work and I met with more groups.
Yellow Jackets: We shared the facts they wrote for last night's homework. Then the students worked with partners to review and revise the BCR they wrote about the author's message in the book. When they were finished, they handed in both their BCR and their book. The group will begin a new book tomorrow or early next week.
Cheetahs: The students reread chapter 15 and prepared to discuss the last sentence in the chapter. IN group we discussed that sentence, why Ben's parents would be shocked, and identified how these reasons illustrated the changes that have occurred in Ben. Thought this discussion we had some friendly conflict as to what had and had not happened in the story. So, we located places in the text that either proved or disproved ideas stated during our talk. For homework the children need to read chapter 16 and explain why they did or didn't like the book, on the sticky note I gave them.
Snakes: We reviewed the sound of the -sh digraph and then read and discussed pages 4-7. For homework, they need to list all -sh words, from the book, on the sticky note I provided. They also need to reread pages 2-7, working on fluency.
We ended the day by reviewing our new study skills; meta cognition and evaluation. Then we reviewed what is considered a medical emergency. Finally, we identified steps to take in a medical emergency (either find an adult or call 911).
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