The children began their day in PE.
When they returned to class, we began by brainstorming common text features found in non-fiction text. Then I explained that online text uses those features PLUS more. Using the article, "Africa" on Encyclopedia Britannica, we investigated how speaking tools and links can help clarify information.
After that, we reexamined the first paragraph in the mentor text, "Heating and Cooling" and identified that we needed to state our research topic and how improvements made it better as we drafted the first couple of sentences in our piece.
While I met with small groups the students drafter the first couple of lines of their tech tools research paper in their writing journal. They also worked on individual reading group assignments. Finally, they fixed spelling in their reading and writing journals and completed any unfinished work.
Cheetahs: I gave a brief introduction to their new book, The Secret. In class they read chapter 1 and identified any unknown words on a sticky note. For homework, they need to reread chapter 1 and write a summary in their RRJ.
Writing small group: We worked on drafting their first sentence for the tech tool research piece.
In math we used an online multiplication game to practice using strategies and solve basic multiplication facts. There is a basic fact worksheet, for 7s, for homework.
Following lunch and outdoor recess, the students continued their independent work while I met with more groups.
Sharks: Independently they read pages 10-12 and wrote what happened in their RRJ. IN group we read pages 12-16 and discussed the events of each page. For homework they need to reread pages 12-16 and answer question #4 (from the back of the book) on a sticky note.
Yellow Jackets: Independently they read chapter 4 and completed a vocabulary entry in their RRJ for guide and collapse. In group we discussed chapter 4 and identified the secret (the hinge). For homework they need to read chapter 5 and identify the tricky part on a sticky note.
Snakes: Independently they used highlighting tape to highlight the -ch and -sh digraphs on pages 2-6 in their new book. In group we reviewed the sounds that -ch and -sh make and then read and discussed pages 2-6. For homework the group needs to reread pages 2-6 and write Eric's two problems on a sticky note.
After a lecture from me about being trustworthy and completing all assigned work before going to the "reading" corner, we made mixtures in science. Tomorrow we will brainstorm ideas of how to separate these mixtures back into their original state.
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