Marvelous Monday

This morning the students worked on a language review activity.  After the announcements, we went over the correct answers.  Then we began our social studies lesson.

After sharing our background knowledge about St. Mary's City, we read and discussed a couple of resources informing about life in the newly settles colony.  We used our inference skills to identify  characteristics of the social., political, and religious life that made up the colony.  Then the students used Google Draw to create a visual representation of the culture of St. Mary's City.

Next, the students switched for math and we took a Go Noodle brain break.  After that we completed a warm up which encouraged students to read analog clocks using just the hour hand.  Then, we began our rotations.

During the small group instruction we practiced solving word problems involving fractional intervals of time.  During math with a partner, the students played a game called, Equivalent Fractions Race."  The students created a fraction by rolling 2 dice and then raced to identify equivalent fractions by multiplying the numerator and denominator by the same number.  Finally, during the technology rotation, the students watched 2 Khan Academy lessons, each solving a word problem involving intervals of time, and then completed a practice activity.  Those who finished early used Xtra Math to work on their basic fact fluency.

For HOMEWORK the students need to complete problems 3 and 4 on the worksheet we began in class.

After math the students enjoyed lunch and outdoor recess.

When we returned to class we began our literacy block.  First, we reviewed the information we learned from reading the secondhand account of the Galveston Hurricane of 1900, "Swallowed by the sea".  Then we began reading a firsthand account and creating a chart comparing and contrasting the information from both accounts.

Pink:  In group we finished reading the firsthand accounts of "Swallowed by the Sea" and discussed the similarities and differences between the two accounts.  Then the students selected three words from the article to add to their site word cards.  For HOMEWORK the students need to reread the first two paragraphs about Clara Barton.

Orange:  In group we reviewed unknown words and then compared and contrasted information in the first and secondhand accounts of "swallowed by the Sea".  We also discussed why it is important to read both types of writing when learning about an event.  For HOMEWORK  the students need to reread the article and number the paragraphs.

Green:  In group we reviewed unknown words and then compared and contrasted information in the first and secondhand accounts of "swallowed by the Sea".  We also discussed why it is important to read both types of writing when learning about an event.  For HOMEWORK  the students need to reread the article and number the paragraphs.

Blue:  In group we read Ida Smith Austin's account of the Galveston storm and compared and contrasted her story to what we read in the secondhand account.  For HOMEWORK the students need to reread Ida Smith Austin's account of the storm.

After reading, we took a Go Noodle brain break and then began writing.

Today, the students met in ad alike groups and took notes, about their reasons, as they engaged in discussion with other members.