Monday, October 12, 2015

Marvelous Monday

This morning, after the announcements, we began our literacy block.  Our focus this week will be completing the informational paragraph for the inquiry project.

During independent work time today the students began with a guided reading group assignment. Then they began the inquiry assignment in Google Classroom.  First, they watched a screen cast instructing and modeling how to draft their informational paragraph.  After that, they completed an organizer, using their notes, to plan their informational paragraph.  Next, they used their organizer to draft the informational paragraph.  Once students completed the entire task (which may not have been today) they practiced their word work words by writing them using one color for vowels and another for consonants (orange and pink) or doing a meaning check (green and blue).  Finally, they viewed a Discovery Education video about government and answered questions on a capture sheet.

As the children worked independently, I met with guided reading groups.

Orange:  The students reread pages 2-13, and then went on to read pages 14 and 15.  Then we reviewed cause and effect and identified an example in their book.  Finally, we discussed different types of questions, those that can be answered directly, i the text, and those that require us reading the text and using what we know in our minds.  For HOMEWORK the students need to reread the entire book to work on reading stamina.

Pink:  Independently the students read pages 12-15 and listed unknown words on a sticky note.  In group we reviewed their unknown words and identified tricky parts and practiced blending sounds.  Then we reviewed cause and effect and identified two examples from the text.  For HOMEWORK the students need to reread their entire book to build reading stamina.

Green:  Independently the children reviewed their new book, Energy from Heat, and read pages 2-7, listing unknown words on a sticky note.  I group we reviewed their lists of unknown words.  Then we discussed asking questions as a strategy to improve comprehension.  I introduced different types of questions, but we focused on turning the heading in to a literal, right-there question.  Then we read the section of text to identify the answer to our question.  For HOMEWORK the students need to reread pages 2-7, in Energy from Heat.

Blue:  Independently previewed their new book, Our Water Supply, and then read pages 4-9 and identified an example of cause and effect, in their RRJ, from this section.  In group we reviewed cause and effect and shared their examples.  Then I introduced different types of questions and we practiced turning the headings from pages 4-9 into literal questions.  Then we found the answers in the text.  For HOMEWORK the students need to read pages 10-15.

After our literacy block the children enjoyed outdoor recess and lunch.

When they returned to the classroom we began our math block.

This week we will begin measuring area by counting the squares in a rectangle.  While working with me, i small group, we practiced covering the inside of a rectangle using centimeter grid paper.  Then we wrote addition sentences to calculate the area of the rectangle.  During math with a partner, the students practiced 3 digit subtraction by creating problems using their digit cards, and then engaging in math discourse, with their partner, solved the problem in their math journal.  Finally, during the technology rotation, the students watched a Learn Zillion lesson about measuring the area of a rectangle by counting squares.  As they viewed it they took notes in their math journal.  Those who finished early visited the site, Area Explorers, and practiced counting squares to measure the area of a figure.

For HOMEWORK there are two rectangles on an attachment to Google Classroom.  Students need to write an addition sentence to calculate the measurement of the area for each rectangle.  This is what we did in small group today.

Unfortunately, we ran out of time and didn't get to science or social studies today.

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