This morning the students continued drawing a diagram of the living materials in their aquariums and using resources to identify one characteristic for each. We did have to stop mid-way to discuss the importance of reading the resources and identifying something new they had learned.
After science we took a Go Noodle brain break and switched for math.
During math we took the MAP-M. This is the computerized, self-adjusting math assessment used to drive planning and instruction.
After math, the students enjoyed lunch and outdoor recess. Then they went to PE.
When they returned to class, I modeled how to research and take notes, using the provided graphic organizer, for their Native American tribe. after that, while I met with some reading groups, the students worked to complete their research organizer. Then they explained how organisms used their habitat in the book, A Log's Life. Finally, they completed the Learn Zillion lesson about sentence fragments.
Pink: We reviewed their flashcards and reread their book. Then we made inferences based on similarities and differences between the generations. HW: Practice site word flashcards and reread book.
Orange: We reread pages 8-12 and discussed inferences we made based on what the text says and our background knowledge. HW: Read pages 13-17.
Green: We reread page 9 and drew a conclusion, a backwards inference, as to why horses have become less important in our society. HW: Read pages 10-15.
I was unable to get to the blue group. :-( I will definitely meet with them tomorrow.
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