Terrific Tuesday

Today's schedule was different, once again, to accommodate the fifth grade science MSA.  The children went to recess and lunch in the middle of our literacy block.

After the announcements we began our literacy block.  Together we looked at the beginning of 4 different realistic fiction picture books to analyze how the author started the story and introduced the setting and main character.  After that, the students worked independently on the following tasks, while I met with a few individuals, about their planning map for their realistic fiction picture book, and guided reading groups.

First the children completed independent guided reading groups assignments.  Then they practiced writing their word work words using Look, Say, Cover, Write, Check.  After that they used their story map, and my feedback, to begin writing a rough draft of their realistic fiction picture book.

Orange:  Independently the students listened to, The Happy Lion, and followed along in their book.  Then, in their RRJ, they drew a picture of a surprising or confusing part and wrote 2-3 sentences to explain it.  In group we shared and discussed their drawings and added questions to our list from yesterday.  After that we reread part of The Happy Lion and answered some comprehension questions.  For HOMEWORK the children need to listen to the story, again, and post a question they would like to discuss on Google Classroom.

Pink:  Independently the students listened to, The Happy Lion, and followed along in their book.  Then, in their RRJ, they drew a picture of a surprising or confusing part and wrote 2-3 sentences to explain it.  In group we shared and discussed their drawings and added questions to our list from yesterday.  After that we reread part of The Happy Lion and answered some comprehension questions.  For HOMEWORK the children need to listen to the story, again, and post a question they would like to discuss on Google Classroom.

Green:  Independently the students reread chapters 9 and 10 and, in their RRJ, named and explained two examples, from the text, that support the theme of perseverance.  In group we reviewed their lists of unknown words and then discussed the ending.  Finally, we shared examples, from the text, that support the theme.  For HOMEWORK students needs to read a book on MyON and take the quiz.

Blue:  Independently the students reread White Wave.  In their RRJ, for the words eager, flourished, and longing, they copied the sentence from the story, identified the correct definition using dictionary.com, and wrote a meaningful sentence, proving they understood the word.  In group we reviewed their vocabulary work and then discussed the difference between a factual and interpretive question.  An interpretive question is one that leads to a discussion.  It doesn't have one right or wrong answer.  For HOMEWORK the students need to reread White Wave, it's linked on Google Classroom, and post a question they would like to discuss further.

After our literacy block we took a MUCH needed Go Noodle brain break and then began our math block.

During the small group rotation we used fraction strips and number  lines to identify equivalent fraction s of thirds and sixths, less than one.

During math with a partner the students engaged in math discourse as they labeled number lines and then used them to identify equivalent fractions.  If they had extra time they played the equivalent fraction matching game.

Finally, during the technology rotation, the students visited a web site, linked to Google Classroom, to practice matching equivalent fractions.

HOMEWORK is posted in Google Classroom.

After our math block we took another Go Noodle brain break (believe me, it had been a long afternoon) and then turned our attention to social studies.

First we reviewed the map elements we learned about last week and then we identified and described others.  After that we defined the concept of culture. Culture is defined as a group of people who share the same behavior patterns as related to food, clothing, language, religion, art, music, and many more!  We had a great discussion about the various cultures to which we belong.

We ended the day by watching videos the SGA created to remind us of appropriate behaviors in the hallway, stairwell, classroom, and other places in our school.