Today is our flip-flop day. So we began with math rotations.
When working with me, students determined the area of a torn figure.
At guided practice, the children continued solving yesterday's POW (problem of the week).
Finally, at the technology rotation, the children revisited Times Table Grid, this time using all of the facts.
For homework there is a worksheet determining the area of a torn figure. There will NOT be a quiz tomorrow.
The children went to music after math.
When they returned, I modeled writing the second paragraph, about the past, for the technology tool inquiry project. This time, though, I captured it on Educreations, so that the students can watch and re watch portions to help them with their writing.
While I met with small groups the children, the rest of the class worked on reading group assignments and writing the first and second paragraphs of their inquiry project.
First, I met with several students to provide feedback on their introductory paragraphs. Many needed to go back and discover more specific details about their tools through research.
After that I pulled the Sharks reading group.
Sharks: We reviewed the need to use text features and repeated words and phrases to identify the main idea of text. After that we read pages 8 and 9, pausing at the end of each section to rephrase what we read. I explained that this is a necessary strategy for readers who forget what they have read. For HOMEWORK the children need to reread pages 8 and 9 and list the 5 most repeated words, from the entire article, on a sticky note.
Following lunch and indoor recess, the students continued working independently while I met with more groups.
First I pulled individual students to conduct informal reading assessments. I took running records (to see their miscues as they read words) and asked oral comprehension questions.
Then I met with a few more students to work on organizing the introductory paragraph of the inquiry project.
After that I met with the Cheetahs group.
Cheetahs: Independently they read chapter 15 and explained, in their RRJ, what was mean by the last sentence on page 115. In group we discussed their written responses. For HOMEWORK the children need to reread chapter 15.
Pandas: Independently they read chapter 15 and wrote a title, and explained their choice, in their RRJ. In group we discussed their written responses. For HOMEWORK the children need to reread chapter 15.
Dolphins: I met with these students one at a time to do reading assessments. For homework they need to, again, write their words three times each in their RRJ and reread pages 6-9.
Note: We had a impromptu class meeting...student work in going down hill at a rapid rate. So, I addressed the need to speak up and ask for help...even if it is just to tell me they are overwhelmed.
We ended the day by viewing pictures of the desert region of Africa and identifying/discussing our observations as to how people modify and adapt to the environment there.
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