Thursday, April 21, 2016

Thriving Thursday

This morning, after the announcements, we began our literacy block.  Before beginning the independent work, I modeled how to add questions I am wondering about to elaborate on my driving question.  Then I had the students share questions they wondered about that related to my driving questions.  After that, I showed the students the capture sheet they will use when they begin their research tomorrow.

While I met with individual students, to conference on their driving questions, and guided reading groups, the children worked on the following tasks.  First, they completed a guided reading group assignment.  Then they dd a meaning check for 10 of their word work words.  After that, they met with a partner to share their driving questions and off ideas they are wondering about for their partner's Genius Hour project.  Finally, they completed the science worksheet focusing on how a specific animal uses its habitat to meet its basic needs.

Pink:  Independently the students named and explained, in their RRJ, two examples, from their story, that support the theme of heroism.  In group, we began by identifying different moods.  Then , after discussing how illustrators create moods through their pictures, the students chose an illustration and explained how it made them feel and why.  For HOMEWORK the children need to reread the book one last time.

Green:  Independently the students selected an illustration from their book and, in their RRJ, explained how it made them feel and why.  In group, we reviewed the concept of mood.  Then the students shared the illustrations they chose and the mood each created.  For HOMEWORK the students need to reread the book and think about the main events.

Blue:  Independently the students explained, in their RRJ, what the illustrations in their book told us about the main character, She-Who-Is-Alone.  In group, the students shared, and discussed, the information that they gained by looking at the illustrations in their book.  For HOMEWORK the students need to reread the book and think about how they would retell the story in either 3 or 6 events.

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

When the students returned to class we began our math block.  Our Train YOur Brain was a chart showing the various names for different quadrilaterals.  After reviewing the chart we began our rotations.

During the small group instruction we answered and discussed task cards that reinforced the characteristics or quadrilaterals.

During math with a partner the students engaged in discourse as they completed the quadrilateral sort we worked on, yesterday, in small group.  If they finished early they made flashcards to help prepare for tomorrow's quiz.

Finally, during the technology rotation, the students worked on a Ten Marks assignment, using the video tutorials and hints, to classify and sort Quadrilaterals.

In between our first and second rotations, the students went to art with Mrs. Daniell.  When they returned we finished our math block.

HOMEWORK is on Google Classroom.  There will be a quiz on quadrilaterals tomorrow.

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