We enjoyed a wonderful field trip to the National Zoo yesterday. All of the animals were out and about and many were quite active. Best of all, our children were extremely well behaved. It was a great day. Thanks to all of our chaperones!!
This morning, after reading quietly or practicing keyboarding, we began out math rotations.
During the small group, teacher-led, instruction we calculated the perimeter of rectangles, including those with missing side lengths. Students brought their Chromebooks to group so we could all view the same Google Slide presentation. What a fun way to learn!!
During math with a partner the students completed a lift the flap activity where they identified missing side lengths of a polygon and then the perimeter. After completing the three polygons, they viewed an Educreations lesson to see if their answers were correct or to better understand how to solve each problem. As always, math discourse was expected.
Finally, during the technology portion, the students watched and took notes on two Learn Zillions lessons about identifying missing side lengths and the perimeter of polygons.
For HOMEWORK there is an assignment in Google Classroom, the homework page. There is a link to practice problems for identifying the perimeter of polygons. Also, a homework writing journal entry is due Friday.
After math we took a Go Noodle brain break and then began our literacy block.
Today, during independent work, the students began with guided reading group assignments. Then they completed the Econ and Me lesson about interdependence and specialization. After that, they viewed a Magic School Bus video about decomposition. Then they revisited the segment about the decomposition process, and in their science journal, used words and pictures to explain it. Next they continued working on their Powtoon presentation representing their inquiry issue.
Prior to lunch, I focused on meeting with individual students to conduct informal, end of the year, reading assessments.
Following lunch and recess, the students continued working independently, while I completed more assessments and met with guided reading groups.
Panthers: Independently the students read chapter 6, marking places with LOL that they thought were funny. Then, in their RRJ, they wrote about Nick's motivation to create a new word for "pen". In group we discussed the funny parts of the chapter and Nick's motivation for turning a pen into a "frindle".
Tigers: Independently the children reread their book and listed, or drew pictures, of the main events in sequential order. Then they reread the book to make sure they didn't leaver any out. In group, we did some word work with the -oi and -oy vowel patterns. Then we reviewed the main events in the story, Looking for Big Foot.
Leopards: Independently the students read chapter 5 and marked places where something strange happened with an "S". Then, in their RRJ, they explained whether or not the chapter of the title, "Strange Visit", was a good one. In group we reviewed the places they marked as strange and discussed the chapter in general.
Lions: Independently the students read chapters 7 and 8, and marked places that surprised them with an exclamation point, and confused them with a question mark. Then, in their RRJ, they identified which of the 3 children they would most likely want as a friend and explained why. In group, we shared the places they marked and discussed the two chapters. Then we briefly shared which character they might choose as a a friend.
After literacy we took some time to review the process of decomposition.
Then the students ended their day in PE with Mr. Benco.
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