This morning we began our day by playing the Kahoot game that the class helped to create on Friday. After that, we were put into collaborative groups and we began the Webquest, an online scavenger hunt, created by Ms. Marsh. This week, as we work on the Webquest, we will take on roles and investigate an assigned Native American tribe.
After social studies we switched for math and took a Go Noodle brain break.
During the small group math rotation, the students continued subtracting multi-digit numbers, but we took it up a notch...today we began subtracting across zeroes.
During math with a partner, the students played Subtraction Number Battle, using playing cards, to work on their subtraction fluency.
Finally, during the technology rotation, the children watched a Khan Academy lesson about subtracting across zeroes, and completed a practice activity. Those who finished early, worked on their basic facts using Xtra Math.
After math, the children enjoyed lunch and outdoor recess.
When they returned to class, we began our literacy block. After defining the word chronological we discussed how to create a timeline by highlighting important dates and events in text. Next, I introduced the planning organizer for the inquiry historical fiction story. I reviewed the different sections and provided examples, and some non-examples.
While I met with guided reading groups the students read the text, Anasazi, highlighted important dates and events, and created a timeline. Then they began planning their historical fiction story by identifying the physical and human-made features available to their chosen Native American tribe, choosing and describing a main character, and identifying the problem in their story. After that, they completed a WTW activity.
Pink: We reread the text about Polar Bears. Then we highlighted and copied three details that support the main idea, polar bears are not actually white. HW: Reread Polar Bears and practice flashcards.
Blue: The students reread the text about Polar Bears and marked sentences that they thought supported the main idea that polar bears aren´t actually white. Then we shared their sentences, and underlined and copied three supporting details. HW: Read pages 10 and 11 in Wolves and identify the main idea (one sentence) on a sticky note.
Orange: We reviewed the main idea of text as being the MOST important part of the text that the author wants us to know. Then we identified strategies to use before, during, and after reading, to help us identify the main idea of non-fiction text. After that, the students read pages 21-25 in their book, Hurricanes, and listed repeated words and phrases. When they were done, they reflected on what the main idea might be. Finally, we discussed it. HW: Read pages 26 and 27 and identify a main idea on the sticky note.
Green: We reviewed the main idea of text as being the MOST important part of the text that the author wants us to know. Then we identified strategies to use before, during, and after reading, to help us identify the main idea of non-fiction text. After that, the students read page 13 in their book, A Nation of Many Colors, and listed repeated words and phrases. When they were done, they reflected on what the main idea might be. Finally, we discussed it. HW: Read pages 14 and 15 and identify a main idea on the sticky note.
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