Terrific Tuesday

This morning, after the announcements, we spent a few minutes talking about cultural equity and how our background effects the way we communicate our feelings and the way we tackle our work.

After that, the students continued using resources available to them in Google Classroom on the social studies page to complete the chart comparing the way four different Native American societies used their environment to survive.  As the students worked collaboratively, I met with individual students to continue my informal, monthly reading assessments.

After social studies, we switched for math and took a Go Noodle brain break.

During the small group instruction, we continued solving multi-step word problems involving addition and subtraction.  Today we focused on drawing pictures to help visualize the problem and identifying what is known and unknown.

During math with a partner, the students engaged in math discourse, with Mrs. Byrne, as they continued representing and solving multi-step word problems involving addition and subtraction.

Finally, during the technology rotation, the children completed a Ten Marks assignment working on....word problems!!!  If they finished early they worked on their basic fact fluency using Xtra Math.

After math the students enjoyed lunch and outdoor recess.  Then they went to PE with Mr. Smith.

When we returned to class I conducted a short mini-lesson about first and second hand accounts.  The big take- aways being that a first hand account of an event is told by someone who was involved in the event.  It will include pronouns such as I, we, and us.  It will also have specific details involving emotion and feelings.  A second hand account uses pronouns such as they, him, her, because it is based on research.  The person was not involved with the event.  It is more fact based and doesn't include feelings and emotions.

After that, I modeled how to use the planning document to

Blue:  We reviewed some of their unknown word from last night's homework and then created a sentence to help us learn these new words.  After that we reviewed cause and effect and listed key words in their reading journals.  Then we attempted to find examples of cause and effect in their book but I could tell that interest was very low.  So, I collected the books and asked for the children to suggest topics they would like to read about.

Orange:  We reviewed some of their unknown word from last night's homework and then created a sentence to help us learn these new words.  After that we reviewed cause and effect and listed key words in their reading journals. Then we read sections of the text and identified examples of cause and effect in our writing journals.  HW: Read pages 12-15 and list unknown words.

Green:  We reviewed some of their unknown word from last night's homework and then created a sentence to help us learn these new words.  After that we reviewed cause and effect and listed key words in their reading journals. Then we read sections of the text and identified examples of cause and effect in our writing journals.

Pink:  I didn't meet with this group.  I will meet with them first tomorrow.

Remember, Scholastic Book Orders are due October 28.