Here is a summary of what happened in our classroom:
In Langauge Arts...
Response to Intervention (RTI) started this week. This is class time devoted to small-group instruction and also for differentiated and targeted instruction for students' various needs. During RTI, students learn how to participate in small-group instruction. Using leveled readers, 4 to 6 students work together in a group at a time. During this time students are engaged in phonics instruction, vocabulary, comprehension, pre-reading activities, this may involve activating prior knowledge, setting the learning objectives, going on a picture walk before reading, predicting, asking questions, etc... with a text that is at their level.
They read a non-fiction text written like a story and had a narrator about a boy who takes care of his pet horse. Our essential question this week was How do we care for animals? Students learned how to look for key details in the text to ask and answer questions in nonfiction. The standard covered was 2.RI.1 Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text.
We read a autobiography called Author by Helen Lester. We learned that writing doesn't always start out easy. A lot of times writing is something you have to work at. We learned from Helen Lester (author of Tacky Penguin and many other great children books) that it takes practice and a growth mindset. After reading this story, all students jotted down what they feel makes good writing. Then we sorted all our ideas into a tree map.
In writing, students are worked a lot on their categorical narratives. They began with a circle map to brainstorm ideas. Students chose a topic of their choice. Something that they did this summer with family or friends. After brainstorming with a circle map, they categorized their ideas into a tree map with three big ideas.
Reviewing the doubling strategy, students were introduced to near-doubles like 4+5, 9+8, and 7+5. Applying their knowledge of double facts, students practiced to fluently add near-double facts when solving word problems.