## Thursday, May 18, 2017

### Thrilling Thursday - Interim Reports

This morning, the students viewed our weekly puzzles and posted their guesses in GC-Class Meeting.  Then, they worked on a WTW activity.

After the announcements, we began our science lesson.  After reviewing the physical characteristics that scientists use to identify minerals, we tested some more minerals, and shared and discussed our results.

Next, we switched for math and took a Go Noodle brain break.  Then, we completed a warm up, involving the multiplication and division algorithms, and went over last night's homework.  Before beginning, our rotations, I did a quick whole group lesson introducing the use of protractors to measure angles.

During the small group instruction, we practiced measuring angles with a protractor.  During math with a partner, the students played two Toss and Talk games focusing on the various types of angles.  FInally, during the technology rotation, the students watched 3 Khan Academy lessons about using protractors to measure angles and then completed a practice activity.

HOMEWORK is posted on GC-Holman's Homework.

After math, the students enjoyed lunch and outdoor recess.

When we returned to class, we began our literacy block.  First, I modeled completing a chart to identify, define, and explain the importance of domain specific words in text.  Then we reviewed the expectations for the culminating activities for Shiloh, the WTW definitions and sentences, and the Genius Hour Planning Guide.

While I met with guided reading groups, the children identified, defined, and explained 4 domain specific words from the non-fiction article in their Safari Magazine.  Then, they worked on 2 culminating activities for Shiloh.  After that, they finished their planning guides for their Genius Hour Project.  Finally, they worked on their WTW definitions, sentences, and practice activities.

Pink/Blue:  We reviewed the domain specific vocabulary they identified, defined, and explained.  Then, the students chose one word, from a list we created as a group, to define and use in their own sentence for a vocabulary grade.  For HOMEWORK, the students need to reread the non-fiction article on pages 2-9, in their Safari Magazine.

Orange:  We reviewed the domain specific vocabulary they identified, defined, and explained.  Then, the students chose one word, from a list we created as a group, to define and use in their own sentence for a vocabulary grade.  For HOMEWORK, the students need to reread the non-fiction article on pages 2-9, in their Safari Magazine, and think about what 2 things are being compared and contrasted.

Green:  We reviewed the domain specific vocabulary they identified, defined, and explained.  Then, the students chose one word, from a list we created as a group, to define and use in their own sentence for a vocabulary grade.  For HOMEWORK, the students need to reread the non-fiction article on pages 2-9, in their Safari Magazine, and think about cause and effects relationships.

Interims reports are being sent home today.  These are yours to keep.