Wonderful Wednesday

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

After grading many of the student's organizer for their opinion paragraph as to whether or not they think Irene was brave, I recognized they needed help with transition words.  So, we began with a brief explanation of when, and how, to appropriately use them in writing.

After that, while I met with guided reading groups, the students worked independently on the following assignments.  All groups began with a reread where they marked sections of text that they thought were surprising, important, and/or confusing.  Next the children completed their opinion paragraph stating which was better, an early release or a two hour delay.  Next, students who had not completed the Brave Irene organizer had one last day to do so.  It was due earlier in the week, but I forgot that I had said when something was due I was grading what had been completed. So, some children received a gift of another day.  :-)  Finally, the students used Pebble GO and Culture Grams to continue researching their chosen state for our inquiry project.  As always, if they had extra time, the children practiced their word work words and cursive writing.


Orange:  The children reread chapter 6 and marked places they thought were important, surprising, and/or confusing. Then we used their marking to discuss the chapter.  After that we identified character traits, for both Anna and Grandpa, that described how they have changed through the story.  For HOMEWORK the children need to read chapter 7 and list unknown words.

Pink:  Independently the students reread chapter 6 and marked places they felt were important, surprising, and/or confusing.  In group we reviewed the words they identified as unknown, for homework Monday night.  After that we discussed the chapter using the sections of text they had marked.  Next we previewed some of the vocabulary in chapter 7.  For HOMEWORK the children need to read chapter 7 and list unknown words on a sticky note.

Green:  Independently the children reread pages 55-64 and marked sections of text they felt were important, surprising, and/or confusing.  In group we began by reviewing their lists of unknown words from homework.  After that we discussed the two chapters using their markings.  For HOMEWORK the students need to read pages 65-71 and list unknown words on a sticky note.

Blue:  Independently the children reread pages 44-57 and marked places that they found important, surprising, and/or confusing.  In group we reviewed their lists of unknown words and discussed the two chapters using their markings.  After that we previewed some of the vocabulary from tonight's section of text.  For HOMEWORK the children need to read pages 48-65 (chapters 9-11) and list unknown words on a sticky note.

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

Once the students returned to class we began our math block.  We will have a formative assessing fractions TOMORROW, not Friday.

During the small group instruction we reviewed different representations of fractions and practiced measuring to the nearest quarter inch using our shoes.

During math with a partner, the students completed a chart displaying fractions in various ways.  Then they chose between playing the fraction number line game, fraction bump, or the fraction matching game.

Finally, during the technology rotation the students Google Classroom to practice measuring to the nearest quarter inch.

HOMEWORK is posted on Google Classroom.

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