After the morning announcements we began our literacy block.
Today, during independent work, the students began with a guided reading task. Next they practiced writing their word work words. The orange and pink groups wrote their words like a dot to dot puzzle. The green and blue group used 10 more of their words in meaningful sentences. Next the students finished the verb tenses worksheet and any cursive worksheets. Finally, the children began creating presentations about their inquiry topics using Powtoon.
While the students worked, I met with guided reading groups.
Orange: First we reviewed the spelling patterns, and sounds, for their word work words. Then we discussed how verbs tell time and identified verbs, and their tenses, in sentences. After that, I collected their Healthy Eating books and handed out a new Safari book. We read page 2 and identified the main idea by using the heading, repeated words and phrases, and the first and last sentences of paragraphs. For HOMEWORK the students need to read page 3 and identify the main idea.
Pink: Independently the children got a new book and read pages 2 and 3, listing unknown words on a sticky note. In group we began by identifying verbs, and their tenses, in sentences. Then we identified the pronunciation and meaning of the unknown words they listed. Next we listed strategies to identify the main idea in text. Then we identified the main idea of page 2, using the heading as a guide. Finally, we answered literal questions from their reading. For HOMEWORK the students need to read pages 4 and 5 and list unknown words.
Green: Independently the students reread pages 8 and 9 and, in their RRJ, identified the main idea and 2 supporting details for these pages. In group we identified verbs and their tenses in sentences. Then we reviewed how to identify the main idea in text and shared the main idea for pages 8 and 9. Finally, we looked at our highlighted main idea sentences from each paragraph of "Kids Get Healthy" and determined the main idea of the entire article. For HOMEWORK students need to read pages 10-16 in the book, Whales, and identify 5-8 action verbs and their pages numbers.
Blue: Independently the students reread pages 16 and 17 and identified the main idea and 2 supporting details, in their RRJ. In group we reviewed verbs and their tenses. Then we discussed how to identify the main idea in text and shared the main idea for pages 16 and 17. After that, the children analyzed the 4 highlighted main idea sentences from the article, "Kids Get Healthy" and determined the main idea of the entire passage. For HOMEWORK the students need to read pages 22-32 and list 5-8 ACTION verbs, and their pages numbers, on the sticky note.
After our literacy block the students enjoyed outdoor recess and lunch.
When they returned from lunch we began the math block. I made a few changes in the math groupings.
Today during math with a partner, the first two groups worked on their basic multiplication fact fluency playing a game called Multiplication Roll. The other group worked on a multiplication riddle with their partner. During the technology rotation, all groups visited a site called Grand Slam math to practiced solving word problems involving multiplication and division.
During the small group, teacher led, instruction, we continued to solve word problems involving multiplication and division. We continued to list knowns and unknowns on a chart, then draw a picture, and finally, write an equation using a variable to represent the unknown.
The students went to art halfway through the second rotation. When they returned to class we finished our math rotations.
There is a word problem, for HOMEWORK, on Google Classroom. We will have a quiz tomorrow in math.
Unfortunately, after math it was time to pass out papers and get ready to go home. Hopefully we will get to science tomorrow.
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