Wonderful Wednesday

This morning, after the announcements, we began our literacy block.  Before meeting with guided reading groups I spent time thinking aloud and modeling how to begin planning the realistic fiction story they will write as part of their inquiry project for this marking period.  I  showed the students how I chose my setting, The National Aquarium in Baltimore, and the problem, my son wanting a pet from the aquarium.  Then I went to Kiddle, a kid friendly search engine, to choose animals that were realistic.  After answering questions to clarify my lesson, the students began working on their independent work.

First the children completed a guided reading task.  Then they wrote their word work words using fancy letters.  After that, they finished the informative paragraph about their state and submitted it.  FInally, some students began planning their realistic fiction story.

While they worked, I met with guided reading groups.

Orange:  Independently the students reread chapter 7 and marked places that showed how Gregory was feeling.  Then, as a group, we discussed the places that were marked and explained how he might have felt.  Finally, we added the most important part of the chapter to the chart in our RRJ and assigned it a color.  When the students returned to their seats they wrote about Gregory's feelings in their RRJ.  For HOMEWORK the students need to read chapter 8 and list unknown words.

Pink:  Independently the children reread chapter 7 and, in their RRJ, wrote about how Gregory feels at the end of it, using details from the story to support their thinking.  In group we discussed the events and how Gregory felt.  Then we added the most important part of the chapter to the chart in their RRJ and chose a color to represent it.  For HOMEWORK the students need to read chapter 8 and list unknown words on a sticky note.

Green:  Independently the students reread chapter 5 and, in their RRJ, described the actions Little Willy took to solve the problem of paying the $500 tax bill.  In group we reviewed their unknown words from homework.  Then we discussed the problem in the story and the actions Little Willy took to try to solve it.  For HOMEWORK the students need to read chapter 6 and list unknown words.

Blue:  Independently the students reread pages 175-188 and, in their RRJ, described how Digory has changed.  In group we shared some of the unknown words they defined for homework last night.  Then we discussed how Digory has changed in the story and the reasons for it.  Finally we identified the important events in this section of text.  For HOMEWORK the students need to read pages 189-200 and define three unknown words.

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

When they returned to class we were treated to a special treat.  In honor of Read Across America Week and Dr. Seuss' birthday, we had a guest reader, Mrs. B, visit us and read two books.

After that we began our math block.

During the small group, teacher-led, rotation we used number lines to identify equivalent fractions.

During math with a partner, the students engaged in math discourse as they played Equivalent Fraction Scoot.

During the technology rotation the students watched a Learn Zillion lesson about identifying equivalent fractions using a number line.  They second time they watched they took notes , in their math journal, about the review, common mistake, and the core lesson.

We only got through ONE ROTATION today.  The students will go to the other two tomorrow.

HOMEWORK is posted on Google Classroom.  Tonight we are trying to use Ten Marks to practice math.

The students ended their day in music.