First we reviewed the difference between writing an opinion piece and an informative paragraph. Then I modeled using my research notes to plan an informative paragraph about my state, Maryland. I demonstrated and explained how to choose facts that I could explain using details. Then I showed the children how I analyzed my facts to write a topic and concluding sentence that fit the rest of my paragraph without voicing my opinion. Finally, I chose two vocabulary words, from my writing, to define using dictionary.com.
While I met with guided reading groups the students completed independent reading group tasks, wrote meaningful sentences using 10 more of their word work words, and worked on the organizer for their informative paragraph about their state.
Orange: The students reread chapter 2 and marked places they felt were important with a *, surprising with a !, and confusing with a ?. Then we discussed the chapter using their markings. Finally, we identified how Gregory felt at the end of chapter 2 and identified details from the text to support this. When the students went back to their seats they answered the following question in their RRJ, How does Gregory feel at the end of chapter 2? Why? For HOMEWORK the students need to read chapter 3 and list unknown words on a sticky note.
Pink: Independently the students reread chapter 2 and marked places they felt were important with a *, surprising with a !, and confusing with a ?. In group we used their markings to discuss the chapter and added the most important event to the chart in their RRJ. Finally, we identified how Gregory felt at the end of chapter 2 and identified details from the text to support this. When the students went back to their seats they answered the following question in their RRJ, How does Gregory feel at the end of chapter 2? Why? For HOMEWORK the students need to read chapter 3 and list unknown words on a sticky note.
Green: Independently the students reread pages 105-115 and marked places they felt were important with a *, surprising with a !, and confusing with a ? Then, in their RRJ, they described how Amanda felt at the end of the book and why. In group we reviewed the ending using the places they marked. We focused on how the lions head was given to the kids to protect them and then the children gave it back to their father to protect him. For HOMEWORK the students need to read the historical note on pages 116 and 117, and take out all of their sticky notes.
Blue: Independently the students reread pages 104-118 and marked places they felt were important with a *, surprising with a !, and confusing with a ? In group the students reviewed the words they defined for homework and used them in meaningful sentences. Then we shared some of their sentences and discussed this section of text using their markings. For HOMEWORK the students need to read pages 119-136 and define three unknown words.
After our literacy block the students enjoyed indoor recess and lunch.
When the students returned to the classroom we began a science experiment. Students worked in small groups to predict and plan an investigation as to the effect of heat energy on the temperature of frozen water.
After we set up the experiment and took our initial temperatures, we began our math block. However, every 20 minutes we stopped to record the temperature of both water bottles.
During the small group instruction we practiced creating line plots using provided data.
During math with a partner the students played Fraction War, Fraction Bump, or Fraction Matching Game.
Finally, during the technology rotation the students visited the Thinking Blocks site to practice solving word problems involving fractions of a set.
HOMEWORK is posted on Google Classroom.
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