Marvelous Monday

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

While I met with guided reading groups the students worked on the following tasks.  First, they completed an independent guided reading group.  Next they used ten of their word work words in meaningful sentences.  After that, due to my slip-up, the students had one last day to complete their research notes for the state they chose as their setting for their inquiry project.  Once those tasks were completed the children finished a trading card for a famous Black American and practiced their cursive.

Orange:  We reviewed how understanding a character's traits, feelings, and motivations, can help determine the theme in text.  Then I did a brief book introduction for their next novel, The Chalkbox Kid.  Then I began reading chapter 1 out loud and modeling how to mark sections of text that struck me as important, surprising, and/or confusing.  For HOMEWORK the students need to read chapter 2 and list unknown words on a sticky.

Pink :  Independently the students read chapter 1 of their new book, The Chalkbox Kid, and marked places they thought were important, surprising, and/or interesting.  In group we reviewed how understanding a character's traits, feelings, and motivations, can help determine the theme in text.  Then I did a brief book talk about their new novel and we discussed the chapter using the sections the marked.  Finally, we began a chart, in their RRJ, stating the most important part of chapter 1.  For HOMEWORK the students need to read chapter 2 and list unknown words on a sticky note.

Green:  Independently the students read pages 96-104 and marked places they thought were important, surprising, and/or interesting.  In group we reviewed how understanding a character's traits, feelings, and motivations, can help determine the theme in text. Then we discussed the most important part of this section of text and shared the places they marked as surprising or confusing.  Finally, after recounting the struggles the children faced, we predicted whether the children would make it to Virginia and find their father.  For HOMEWORK the students need to read pages 105-115 to check their predictions.

Blue:  Independently the students read pages 86-103 and marked places they thought were important, surprising, and/or interesting.  In group we reviewed how understanding a character's traits, feelings, and motivations, can help determine the theme in text. Then we discussed this section of text using their markings.  We also defined the word eclectic and used it to describe Henry Winstanley.  For HOMEWORK the students need to read pages 104-118 and choose 3 unknown words to define.

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

When they returned to class we began our math block.

During the small group, teacher-led, instruction we reviewed fractions of a shape and on a number line.  We also displayed data on a line plot.

During math with a partner, the students generated data using dice, plotted the data on a line plot, and answered questions about their data.

Finally, during the technology rotation, the students watched a Learn Zillion lesson about identifying fractions of a set and then practiced this skill using an online game.

HOMEWORK is posted on Google Classroom.

In between our first and second math rotations we went to PE with Mr. Benco.