Wonderful Wednesday

This morning, before the announcements, I conducted some of the monthly, informal reading assessments.  Then, 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 independent reading group assignments.  Then all groups wrote their word work words two times each, once in print and then in cursive.  After that, the children finished and reviewed their organizer for their informative paragraph about their state.  If the finished early they completed a third trading car representing a famous Black American and practiced their cursive writing.

Orange;  First the students reread chapter 3 marking places they felt were important, surprising, and/or confusing.  Then we reviewed their unknown words from homework last night.  After that we discussed chapter 3, using their markings and focusing on Gregory's feelings.  Finally we identified traits to describe Uncle Max and Gregory.  For HOMEWORK the students need to read chapter 4 and list unknown words on a sticky note.

Pink:  Independently the students reread chapter 3 marking places they felt were important, surprising, and/or confusing.   Then, in their RRJ, they described how Gregory felt about his first day of school, using details from the text to support their answer.  In group we reviewed the unknown words they listed for homework.  In doing so we also practiced using the name strategy (saying just the first letter) and that when a c is followed by an e it makes the s sound.  After that we discussed chapter 3 using the sections of text they marked and determined the most important part of the chapter.  Finally we identified how Gregory felt in chapter 3 using support to prove our thinking.  For HOMEWORK the children need to read chapter 4 and list unknown words on a sticky note.

Green:  I collected the students old books and they received a new one, Stone Fox.  Independently the students read chapter 1 and, in their RRJ, identified the problem in the chapter and how Little Willy felt about it.  In group, after a brief book introduction, we discussed the problem in chapter 1, that Grandpa is depressed, and identified character traits to describe Little Willy.  For HOMEWORK the children need to read chapter 2 and list unknown words on a sticky note.

Blue:  Independently the students reread pages 119-136 and then used 2 of the words they defined for homework in meaningful sentences.  In group we discussed these pages, using their markings.  We also spent some time discussing the quote on page 124, "Your future is as radiant as you see it."  For HOMEWORK the students need to read pages 137-150 and define 3 unknown words.

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

When they returned to class we began our math block.  Today I had to work with some of the students to complete the fifth and final task for the compacted math assessment portfolio.  SO, while I worked with these children, the other 2 groups rotated between math with a partner and the technology rotation.

During math with a partner, the students engaged in math discourse to completed an activity identifying fractions on a number line.

During the math rotation the students had the opportunity to rewatch the Learn Zillion lesson about fraction of a set and then go to Thinking Blocks to practice determining the value of a fraction of a set.

HOMEWORK is posted on Google Classroom.

After math we debriefed from yesterday's science experiment.  I helped the students recognize that a coat keeps heat energy in.  So, yesterday, the snowman's "coat" kept the cold energy in making the temperature decrease.

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