Terrific Tuesday

This morning, after the announcements, we began our literacy block.  Today, during independent work time, the children reread their first informational paragraph for their inquiry project, checking that is makes sense, has correct spelling, and includes proper punctuation and capitalization.  After that they continued reading about 5 winter holidays and creating a Google Slides Presentation to share their new knowledge.

As they worked I met with guided reading groups.

Orange:  We read the "Deserts" paragraph, from the reading formative, and, together, determined the main idea and key details.  We reviewed the main idea as being what the section of text is mostly about and the key details provide more information about it.

Pink:  We took turns reading our first paragraph, from the inquiry project, out loud.  We provided feedback and helped each other make improvements in our writing.  We also reviewed capitalization and punctuation rules and how to use the thesaurus to find new ways to say a word.

Green:  We took turns reading our first paragraph, from the inquiry project, out loud.  We provided feedback and helped each other make improvements in our writing.  We also reviewed capitalization and punctuation rules and how to use the thesaurus to find new ways to say a word.

Blue:  First I did some informal reading assessment with individuals.  Then we  took turns reading our first paragraph, from the inquiry project, out loud.  We provided feedback and helped each other make improvements in our writing.  We also reviewed capitalization and punctuation rules and how to use the thesaurus to find new ways to say a word.

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

When we returned to class the students took part in an equity survey, a tool for them to voice their opinion, about our school.  Then we began our math block.

During the small group, teacher-led instruction, we went old school - paper and pencil.  We practiced breaking apart rectilinear figures, and writing and solving equations to determine the area of each.

The third group worked on 2 different tasks.  Some students completed the third activity for the compacted math assessment portfolio.  The rest of the group practiced breaking apart rectilinear figures, and writing and solving equations to determine the area of each.

When the students were not participating in the small group instruction with me, they continued working on their Winter Wonderland activity by creating buildings in the shape of rectilinear figures, identify the area of each, and drawing a background.

After math we reviewed the definitions of human-made and natural features and then identified examples of each, that are present in our neighborhood.