Marvelous Monday

This morning, prior to the announcements, I met with a couple of students to complete the monthly informal reading assessment.  Then, after the announcements, we took a few moments to share what we did over the weekend.  After that we began our literacy block.

I began by modeling how to use the state organizer, and my feedback, to write an informative paragraph about the state I had researched.  I spent time showing students how to embed definitions into my writing and how to add transitions to make it easier to read.

While I met with guided reading groups the students completed independent reading tasks.  Then they practiced their word work words using rainbow words.  Next they used their organizer and my feedback to write an informative paragraph about their state.  If they had time they worked on their cursive writing.

Orange:  First the students reread chapter 5 and marked places they thought were important, surprising, and/or confusing.  Then we discussed the chapter using the places they marked.  After that we shared advice we would give to Gregory.  Finally, when they returned to their seats, they wrote about advice they would give to Gregory.  For HOMEWORK they need to read chapter 6 and lsit unknown words on a sticky note.

Pink:  Independently the students were supposed to reread chapter 5, mark places they thought were important, surprising, and/or confusing, and write about advice they would give to Gregory, in their RRJ.  Some students completed this assignment, others did not.  In group we discussed the chapter using their markings and paying attention to Ivy's comment that maybe someone else deserve the art prize.  For HOMEWORK the students need to read chapter 6 and list unknown words.

Green:  Independently the students reread chapter 3, marking places they thought were important, surprising, and/or confusing.  Then, in their RRJ, they identified the meaning of 3 selected vocabulary words (forged, unhitched, and impatiently) and wrote sentences using these words.  In group we discussed chapter 3 and predicted who had arrived at the farm at the end of the chapter.  Then I collected their vocabulary assignment but MOST of the students had not completed the task.  :-(  For HOMEWORK the students need to read chapter 4 and list unknown words on a sticky note.

Blue:  Independently the students reread pages 151-163, marking place they thought were important, surprising, and/or confusing, and, in their RRJ, they wrote about Master Henry's decision to go to the lighthouse.  In group we discussed this section, using their markings, and paying particular attention to Master Henry's decision.  For HOMEWORK the children need to read pages 164-174 and choose 3 unknown words to define.

After the 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 pre-made fraction strips to identify fractions equivalent to 1/2.

During math with a partner, the students collaborated to complete the fraction charts they began last Thursday.  These charts identified two fractions (either thirds or sixths) and then depicted them using a model and then a number line.

During the technology rotation the students watched two Khan Academy lessons about equivalent fractions.  Then they practiced their new knowledge with a game.

After the first rotation the students went to PE.  When they returned to class we completed our last two rotations.

HOMEWORK is posted on Google Classroom.