After the announcements we began our literacy block. Before beginning independent work, we reviewed rules for capitalization and punctuation, as well as, how to use spell check. Additionally, I spent time answering questions and addressing concerns about the informational paragraph for the inquiry project.
As I met with reading groups the students completed the organizer for their inquiry informational paragraph and began writing their paragraph. Then they practiced their word work words. Orange and pink groups wrote their words once, using one color for vowels and another for consonants. The green and blue groups completed a meaning check for 10 of their words. Next, the students watched a video about government and answered questions on a capture sheet.
Orange: We reviewed the vowels and the two sounds each makes. Then the students received a new book called, Healthy Eating. They previewed the book and identified a text feature. Together we began a chart in the RRJ listing text features and how they help us. For HOMEWORK the students need to list 5 text features from their guided reading book on the sticky note I provided.
Pink: We began by gluing in two types of question starters into their RRJ. Then we reviewed how asking questions, before and during reading, can help us better comprehend what we are reading. Next, the students received their new book, Monster Machines, and previewed it, identifying text features along the way. Then we created a chart in their RRJ listing text features and how they help us. For HOMEWORK the students need to identify and list 5 text features, from their book, onto the sticky note I provided.
Green: We began by gluing in two types of question starters into their RRJ. Then we reviewed how asking questions, before and during reading, can help us better comprehend what we are reading. Then we created a chart in their RRJ listing text features and how they help us. For HOMEWORK the students need to add 3 text features, from their book, to the chart in their RRJ and explain how they help us as good readers.
Blue: We began by gluing in two types of question starters into their RRJ. Then we reviewed how asking questions, before and during reading, can help us better comprehend what we are reading. Then we created a chart in their RRJ listing text features and how they help us. For HOMEWORK the students need to add 3 text features, from their book, to the chart in their RRJ and explain how they help us as good readers.
After our literacy block, the children enjoyed outdoor recess and lunch.
When they returned to class we began our math block.
During the small group, teacher-led, instruction, we used tile squares measuring 1 sq.inch to cover and measure the area of a rectangle. Then we wrote addition sentences to represent either the rows or columns and identify the area. During math with a partner, the students engaged in math discourse as they rolled two dice and constructed a rectangle with rows and columns matching the numbers rolled. Next they wrote an addition sentence to represent and identify the area. Finally, during the technology portion, the children visited the site, Virtual Manipulatives, and using the centimeter grid background, they constructed rectangles, wrote an addition sentence to represent it and calculated the area.
There is an attachment on Google Classroom with 3 rectangles. Students will write an addition sentence to represent and identify the area of each rectangle.
After math we took a Go Noodle brain break (we did on this morning, too) and then began science.
In science we worked collaboratively to build ramps and identify how different surface types impact the speed an object (ball) travels. We began this experiment today and will continue tomorrow.
No comments:
Post a Comment