Terrific Tuesday

This morning, after the announcements, we began our literacy block.  I too some time to remind the children that I am here for each of them.  If they need help or have questions they need to ask me...they should not worry about whether I am too busy.

Then, while I met with guided reading groups, the students completed independent reading tasks.  After that, they practiced their word work words using look, say, cover, write, check.  Next, they used their paragraph organizer and my feedback to write an informative paragraph about their state.

Orange:  Independently the students reread chapter 6 and marked the most important part of the chapter, and places they were surprised or confused.  Then, together, we reviewed their lists of unknown word from homework and discussed the chapter using the places they marked.  After that we drew a chart in their RRJs and began identifying the most important part of each chapter and a color to symbolize it.  For HOMEWORK the students need to read chapter 7 and list unknown words on a sticky note.

Pink:  Independently the students reread chapter 6, and in their RRJ, they defined the word nursery, as used in the text, and drew a picture of one.  In group we reviewed the most important part of chapter 5 and added it to our charts.  Then we defined the word nursery and talked about using definitions that match the context of the story.  After that we retold the chapter, identified the most important part, and added it to our charts.  For HOMEWORK the students need to read chapter 7 and list unknown words on a sticky note.

Green:  Independently the students reread chapter 4, marked places as important, surprising, and/or confusing, and then described how the author wants us to feel about Mr. Snyder, in their RRJ, using 2 details from the text.  In group we reviewed the unknown words listed for homework, defined some vocabulary words, and discussed how the author wants us to feel about Mr. Snyder.  After that, we discussed what grandfather is worried about and predicted what Little Willy will do, based on the events in the text so far.  For HOMEWORK the students need to read chapter 5 and list unknown words on a sticky note.

Blue:  Independently the students reread pages 164-174 and described what the author meant, on page 169, by "heading straight for the hungry jaws of the Eddystone Reef".  In group we shared the words they defined for homework last night, discussed the phrase on page 169, and predicted what will happen at the end of the book.  For HOMEWORK the students need to read pages 175-188 and choose three 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 used fraction strips to identify fractions equivalent to 1/2 and 1/4.

During math with a partner the students worked together, engaging in math discourse, to determine equivalent fractions of a whole, a half, a fourth, and a third, using fraction strips.

Finally, during the technology rotation the students watched a Learn Zillion lesson about equivalent fractions, twice.  The second time they took notes about the review, common mistakes, and the core lesson, in their math journal.

HOMEWORK is posted on Google Classroom.

After math, we visited the media center to work on our inquiry project with Mrs. Allaire.  The students reviewed the characteristics of realistic fiction and watched interviews with authors to determine where they get their ideas and how they create their characters.