Wet and Wonderful Wednesday

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

Before independent work time, I reviewed the organization of an opinion paragraph and we discussed the meaning of the word brave.  By the end of the week the students will be writing a paragraph stating their opinion about the main character and using details from the text, Brave Irene, to support it.  After reviewing the assignment and explaining the components of it, the students began working on their literacy tasks and I met with guided reading groups.

Today the students began with a close reading activity using their guided reading books.  This activity has the students reread a section of text, with a given purpose, and marking parts based on it.  After that the children watched the story, Brave Irene, twice and completed an organizer analyzing the main character's thoughts and actions.  Next, the children finished exploring states for their inquiry project and then completed a Google form to indicate the state they will research.  If they had time left they practiced their word work words and cursive letters.

Orange:  We reviewed the unknown words they listed for homework last night.  Then the students reread chapter 2 and marked words that indicated the story happened long ago.  After that we shared and discussed the places the children marked.  Finally, we began to relate how key events impact what happens next in the story.  For HOMEWORK read chapter 3 and list unknown words on a sticky note.

Pink:  Independently the students reread chapter 2 and marked words that indicated the story took place long ago (close reading activity).  We began group by reviewing their lists of unknown words from last night's homework and sharing the places they marked during independent work.  Finally we discussed how events in a story build upon one another and identified that Grandpa volunteered to walk Anna to school, in a blizzard, because he felt trapped in the Romano's house.  For HOMEWORK the children need to read chapter 3 and list unknown words on a sticky note.

Green: Independently the students reread chapters 3 and 4, marking places with a * if they thought it was important, a? if they found it confusing, and an! if they found it surprising.  In group we reviewed their lists of unknown words from last night's homework and the places they marked as important, surprising, and/or confusing.  For HOMEWORK the students need to read chapters 5 and 6 and list unknown words on a sticky note.

Blue:  Independently the students reread 2, marking places with a * if they thought it was important, a? if they found it confusing, and an! if they found it surprising.  In group we reviewed their lists and definitions of unknown words from last night's homework and the places they marked as important, surprising, and/or confusing. For HOMEWORK the students need to read chapter 3 and list and define 3 unknown words.

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

When they returned to the classroom we began our math block.

During the small group, teacher-led, rotation, we practiced identifying fractions on a number line.

During math with a partner the students engaged in math discourse as they identified fractions on a number line.  If they finished early they played Fraction Bump or the fraction matching game.

During the technology rotation the students watched a Learn Zillion lesson about fractions on a number line.  Then they practiced that skill by visiting the site Puzzle Pics Fractions.

HOMEWORK is posted on Google Classroom.

After math we finally got to our first science lesson of the quarter.  Together we brainstormed objects that give off both light and heat.

The children ended their day in music with Mrs. Graf.