Compound Words

Today, we are doing an activity rotation. If you are on computers, go to this website: http://www.turtlediary.com/kindergarten-games/ela-games/compound-words.html.

October 29, 2013

Objective: I can write an objective summary of “Why Can’t Girls Go to School?” by using PUC and writing the main ideas of each paragraph. Today, I walked the students throug the meaning of objective, and how we can take who, what, and where from a paragraph to write the main ideas that form a summary. Students practiced writing the ideas from the class article "Some Girls Can't Go to School" on white boards. Warm up: We are going to watch a video about Malala. Copy this onto your warm-up paper: Who is Malala? She is_____years old, and she is from_____ What happened to her? Malala was shot by the ______ because she________. Why does Malala deserve a Peace Prize? She talks to people about_______ for ______.

October 28, 2013

Objective: I can determine the author’s purpose in “Some Girls Can’t go to School” by writing the main idea after each paragraph. Today, students completed a reading comprehension activity from the book "If the World were a Village," examining education and literacy in the world. We then read the Achieve3000 article “Some Girls Can’t Go to School," typing the main idea after each paragraph to help determine the author's prupose. Warm-up: Write these questions on your paper: 1. How many children get to attend school? 2. How many adult men cannot read? 3. How many adult women cannot read? I read page 21 from the book to the class.

October 25, 2013

Objective: I can state an opinion, using the strongest supporting ideas to write an opinion paragraph. Today, we finished the paragraph organizer. I taught a mini-lesson on how to change an opinion to go with the facts. When students finished the organizer, they went on Achieve300 to begin the article "Some Girls Can't Go to School." Warm Up: Quickwrite: Write for 2 minutes without stopping What have we learned about money, stuff, and women’s ability to dress and go to school in the U.S., India, and the world? At the the top of your paper, write the number of words you wrote. Aim for 50 words.

October 24, 2013

Objective: I can interpret and evaluate graphs and charts in an informational text. We started class by reading the money page from the book "A Global Village." Students learned about how most of the world lives in poverty. We put the information into a bard graph, and then talked about the writer's choice to use graphs or not. Students analyzed different types of graphs from Time for Kids, and answered questions 1-6 on page 6. Finally, students filled out a persuasive organizer with their opinions on whether they have too much stuff or not. Warm-up: Text to image: Draw a bar graph of the village money from the story "A Global Village" Writer’s choice: Which is more powerful, the bar graph or the words?

October 23, 2013

Objective: I can compare and contrast life in the U.S. to life in Kashmir, India. Today, we had a guest speaker, Mrs. Groninger, speak tot he class about living in Kashmir, India. Students completed a Venn diagram comparing life here to life in India, looking at education, women's rights, and poverty. At the end of class, students wrote sentences on white boards comparing and contrasting the countries. No warm-up.

October 22, 2013

Objective: I can determine the central idea of a text and describe how supporting ideas/details make the central idea. Students finished the vocabulary and marking the text on "Toy Story" Assignment: add supporting details from the magazine article to have a total of 5 and rewrite the central idea under the prediction. Turn the paper in to the shelf or box by your period’s folders. When finished: Read your language arts book or a book from one of the shelves in this classroom. Assignment: Use the article that you wrote on yesterday to answer the question: Why do kids today have more toys than kids had in the past? Write at least three complete sentences. Kids today have more toys because…Also,… Finally, kids have more toys because…