After the announcements, we began math rotations.
During the small group instruction we used multiplication and addition to determine the area of rectilinear figures. During math with a partner, the students practiced applying the distributive property to identify the area of a rectangle. Finally, during the technology rotation, the children watched a lesson about determining area using multiplication and addition. Then they identified the area of torn shapes.
Homework is posted on Google Classroom (homework page). I have attached a worksheet, with an Internet link, which provides an example and some problems. Students will solve problem #1 on page 399.
Note: I just attached a Youtube lesson to the homework page to help!
Following math we took a Go Noodle brain break and then reviewed today's independent work tasks.
Today students will complete independent reading group tasks and continue drafting the second paragraph for the technology tool inquiry project. After that they will practice writing the letters u, w and e in cursive. Finally, they will view a Google Slide presentation about the Wonders of Africa and sort the wonders according to whether they are human or nature made. Finally, they will identify their favorite wonder and explain why, using details from the presentation.
Tigers: First I handed out a resource, that they glued inside the front cover of their RRJ, that shows the different types of questions. Right now we are focusing on the green, "right there" questions. Then we reviewed singular and plural nouns that end in -y and need to be changed to -ie before adding s. After that we shared the fact and green question (right there) that it would answer. For HOMEWORK the students have 4 words (party, cherry, lady and nanny) listed on a chart in their RRJ for which they need to write the plural form by changing the -y to an -ie before adding s. Additionally, they need to read pages 12 and 13 and identify one fact to add to the chart in their RRJ. Then they need to write a green question that it would answer and add that to the chart in their RRJ.
Following lunch and indoor recess I continued meeting with guided reading groups while the students worked independently.
Leopards: Independently the students reread page 11 and wrote a green "right there" question for each paragraph. We began group by reviewing the reason we are asking questions--to improve comprehension. Then we shared the questions each student wrote and practiced answering each with the book closed. I provided feedback along the way. Then we reviewed the unknown words they listed for homework last night. For HOMEWORK the children need to reread page 12 and write a green (right there) question for each paragraph on page 12 (total of 2 questions). These should be put on a chart in their RRJ and NOT answered.
Panthers: Independently the students read pages 14 and 15 and listed unknown words. In group the students were given a list of question words that are used to begin various types of questions. They glued these inside the front cover of their RRJ to use as a resource. After that we reviewed last night's homework (fact and "right there" question) and celebrated their overall success! :-) Next we read and defined the unknown words they listed for independent work. Finally, the students reread pages 14 and 15 and identified one fact from their reading. After sharing facts they wrote a green "right there" question that it would answer. For HOMEWORK students need to reread page 15 and add another fact and green "right there" question to the t-chart in their RRJ.
Lions: Independently the students read page 11, wrote a green question for each paragraph and then closed their book and answered it. In group we began by sharing the question s and answers they wrote earlier today. Then I introduced a new type of question...think and search. The answers to these types of questions are in the book but generally in more than one place. For HOMEWORK the students are supposed to read pages 12 and 13 and write one green question for each page.
After meeting with reading groups, Mrs. Hostler and I met with students to conference on their writing.
At the end of the day Mrs. Allaire, our media specialist, visited to introduce the Black Eyed Susan book award to the class. We will be taking part this year by reading at least 8 of the nominees and voting for our favorite.