Wonderful Wednesday

This morning, after the announcements, we began our literacy block.  First we reviewed they way several authors begin their realistic fiction picture books.  Then I shared some writing samples from our very own authors.  After that, I modeled using my own story map to begin drafting a realistic fiction story.

Next, the students worked independently, on the following tasks, as I met with guided reading groups.  FIrst they completed guided reading tasks.  Then they practiced their words work words.  The orange and pink groups wrote their words once using one color for vowels and another for consonants.  The green and blue groups did a meaning check for 10 of their words and then drew a picture or symbol to help remember the meaning.  Finally, the students continued writing thei realistic fiction picture book.

Orange:  Independently, for 3 vocabulary words,  the students copied the sentence from their book in which it appeared, the definition from the glossary, and then wrote a meaningful sentence using the word.  In group we reread the story The Happy Lion and the students marked places with an F where one of the characters was acting like a good friend.  Then we shared and discussed the sections they marked.  For HOMEWORK the students need to listen to the story, again.  They should be thinking about why the lion doesn't want o ever leave his cage again.

Pink:  Independently, for 3 vocabulary words,  the students copied the sentence from their book in which it appeared, the definition from the glossary, and then wrote a meaningful sentence using the word.  In group we reread the story The Happy Lion and the students marked places with an F where one of the characters was acting like a good friend.  Then we shared and discussed the sections they marked.  For HOMEWORK the students need to listen to the story, again.  They should be thinking about why the lion doesn't want o ever leave his cage again.

Green:  Independently, in the RRJ, the students wrote how they would feel if they had a magical helper, what the magical helper would do, and what they might wonder.  In group we shred their responses and then I read the Junior Great Books story, White Wave, as the listed questions they were wondering.  For HOMEWORK the students need to reread White Wave and think about any new questions they might be wondering.

Blue:  Independently the students reread White Wave and marked sections of text with a G if they thought Kuo Ming was making a good choice and a P where he was making a poor choice.  In group we shared and discussed the sections of text they marked.  The students were quite engaged in the discussion.  It was a real treat to watch!  For HOMEWORK the students need to reread White Wave and think about why White Wave left the gift of the shell even Kuo Ming had done something he shouldn't have done.

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 began by using this page to determine different ways to identify equivalent fractions, including multiplying the numerator and denominator by the same number.  Then we practiced using number lines to identify equivalent fractions and checked our answers with multiplication.

During math with a partner the students played, Go Darth,  a version of Go Fish, using fraction playing cards.

During the technology rotation the children played a Cyberchase game identifying equivalent fractions.

HOMEWORK is posted on Google Classroom.

The students ended their day in music.