Marvelous Monday

This morning, after the announcements, we began our literacy block.

First, I modeled how to use my feedback, which I provided on each student's paragraph 1 organizer, to write the first informational paragraph for the inquiry project.  After that I modeled how to define and identify examples of common root used in words.

WHile I met with guided reading groups the students focused on the following activities.  First they identified a fact from their own guided reading book and wrote a green question it would answer.  Then they used the feedback I provided and their paragraph organizer to write the first informational paragraph for their inquiry project.  After that they identified the meaning and 2 examples of 9 common root words, using a resource I handed out through Google Classroom. Students who completed these tasks continued on to use 10 of their word work words in meaningful sentences and practice the letters N, M, and W, in cursive.

Orange:  First the students whisper read pages 4-11.  Then I modeled identifying a fact, from the text, and writing a "green" question that it would answer.  We put these on charts in our RRJ.  Then the children identified a fact, from their book, and attempted to write a question it would answer.  Let's just say we will continue working on this.  ;-) For HOMEWORK the children need to reread pages 4-11.

Pink:  Independently the students reread pages 8 and 9, identified a fact from these pages on the chart in their RRJ, and wrote a green question it would answer.  In group we shared their facts and questions.  For HOMEWORK the students need to read pages 10-15 and list unknown words on a sticky note.

Green:  Independently the students reread pages 8 and 9, identified a fact from these pages on the chart in their RRJ, and wrote a green question to go with it.  In group we shared their facts and questions.  Then we reviewed vocabulary for the rest of the book, pages 12-23.  For HOMEWORK the students need to read pages 12-23.

Blue:  Independently the students reread pages 14 and 15, identified a fact from these pages on the chart in the RRJ, and wrote a green question to go with it.  In group we shared their facts and questions and then reviewed vocabulary for the second half of their book.  For HOMEWORK the students need to read pages 18-30.

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

When we returned to the classroom we began our math block.  This week we will work on determining the area of a rectilinear, or complex, figure.  So, I began by quickly showing the children an example of a complex figure and how I could break it apart into rectangles.  I also modeled playing Multiplication War.

During the small group, teacher-led, instruction, we began by practicing skip counting by 3s and 6s.  Then we identified the area of a rectangle by breaking it apart into two smaller rectangles.  After that we broke apart a complex (or rectilinear) figure into smaller rectangles to determine its area.

During math with a partner the students played Multiplication War, similar to the well-known card game, to practice and memorize the basic facts.

Finally, during the technology rotation, the students watched, and took notes in their math journal, two lesson about determining the area of a complex figure.

HOMEWORK is posted on Google Classroom.

In the middle of the second math rotation, the students went to PE with Mr. Benco.  We finished math when we returned to class.