Students practiced reading with a partner today in class. Each week, we would on foundational skills that help us learn about spelling patters and then we have a short passage that uses these foundational skills to help us learn new words when reading. Students practice reading the passage with expression.
In writing, students worked hard on creating the first drafts of their personal narratives. They developed each element of a narrative by adding descriptive details. In grammar, we continued working on different types of sentences. Students also differentiated between common and proper nouns.
We revisited Stink and the Freaky Frog Freakout. We did a close read focusing on figurative language, specifically idioms. Students differentiated between literal and nonliteral language. We also discussed key literary elements in the story (i.e. setting, characters, plot, etc.) and gained a deeper understanding of our critical vocabulary words. We started using Amira, our digital reading fluency tool! At the end of the week, students took their weekly reading assessment.
This week, we started our first science unit, weather. Students focused on the tools that meteorologists use to collect weather data. We discussed wind vanes and rain gauges. Students are creating weather flip books that included the main components of each tool. We will continue our investigation next week.
We revisited Marisol McDonald Doesn’t Match, focusing on point of view and theme. Students participated in various close reading activities, where they looked deeply at portions of the text. They located text evidence to support their thinking. They also wrote their first reading response that focused on the following questions: “Why is Marisol an interesting character? What does she learn in the story?”
Students enjoy reading around the room. We are focusing on building our stamina while reading independently.
