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Classworks: Reading and Vocabulary Activities for Independent Learning

Engage in reading and vocabulary activities with Classworks, including learning new words like "permissible," "impermissible," and "adventuresome." Discover the power of questions while reading a biography for the Living Wax Museum.

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Classworks: Reading and Vocabulary Activities for Independent Learning

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  1. Friday, January 11, 2019 Computers - 30 min: • Stella – Classworks: R • Harriya – Classworks: R • Michel – Classworks: R • Nikayviah – Classworks: R • Mattie – Classworks: R • Jaxon – Classworks: R • Chloe – Classworks: M • Emma – Classworks: M Independent Reading – Biography for Living Wax Museum Thinkpads – EPIC: • Seth • Ava • Dayana • Jordyn • Diesel • Gunnar • Caleb 7:55 – 8:30

  2. Thursday Homework Check

  3. Homework Check

  4. Vocabulary & Grammar Time 8:40 – 8:50

  5. permissible – allowed or permitted • P 16-17 • In Mailing May, May and her father ask Mr. Perkins if he can mail May to her grandmother. • “Well, the rule book says nothing about children, but it is permissible to mail baby chicks.”

  6. permissible • Mr. Perkins jokes that he does not know if he can mail a girl, but he does know he can mail baby chicks because that is permissible, or allowed.

  7. What’s the new word we are learning that means “allowed or permitted”? permissible

  8. impermissible – not allowed or permitted • P16-17 • According to Mr. Perkins, “The postal code says do not mail lizards or insects or anything smelly.” • Mailing these things is impermissible. Impermissible means “not allowed or permitted.”

  9. permissible • It is permissible in our classroom to compliment each other, write stories during writing time, ask questions politely, and talk with our partners during Turn to Your Partner. • What else is permissible in the classroom? What else are you allowed to do? – Turn to your Partner It is permissible to…

  10. impermissible • What is something impermissible, or not allowed, in the classroom? Why is it impermissible? – Turn to your Partner It is impermissible to…

  11. What’s the new word we are learning that means “not allowed or permitted”? impermissible

  12. adventuresome – bold and ready for adventure P22-23 • Leonard helps May board the train. • “At exactly seven o’clock, the train chugged away from my home and headed down the mountain. I felt as adventuresome as Daniel Boone!” • When you are feeling adventuresome, you are feeling bold and ready for an adventure. May feels adventuresome, or bold and ready for an adventure, because she is traveling as mail on the train.

  13. What’s the new phrase we are learning that means “bold and ready for adventure”? adventuresome

  14. CHOMP TIMEF.A.S.T. GroupsFocused Academic Support Time

  15. F.A.S.T. Designations 8:50 – 9:20

  16. Restroom Break 9:20 – 9:30

  17. Reading Time 11:45 – 12:20 RI.3.1 I can ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. RI.3.2 I can determine the main idea of a text; recount the key details and explain how they support the main idea. RI.3.4 I can determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 3 topic or subject area. RI.3.5 I can use information gained from illustrations, other visual elements, and the words in a text to demonstrate understanding of the text. SL.3.1c I can ask questions to check understanding of information presented, stay on topic, and link my comments to the remarks of others.

  18. Gather at the Carpet with your partner, pencil, & MM Response Book • Are we still the best?

  19. Review • We have heard two chapters from this book. • What have you learned so far about deserts? • Look at our chart – Questions About Deserts; which of these questions are you still wondering about?

  20. MM Student Response Book • Turn to page 52 and be prepared to really think about what you are wondering or what questions come to mind as you listen. I will again stop three times as I read this book. • At each of the stops, you will talk in pairs about your questions and then write your questions in the appropriate box on page 52. • We will use these questions later.

  21. Today I will start on page 20. • What chapter and topic will we be reading?

  22. Let’s read Chapter 4 “People and the Desert” Read pages 20-21 What question can you ask right now? Turn to your partner. Record your question in the Stop #1 box.

  23. Let’s continue reading Read pages 22-23 What question can you ask right now? Turn to your partner. Record your question in the Stop #2 box.

  24. This last part tells about what people are doing to protect the desert. Read pages 24-25 What question can you ask right now? Turn to your partner. Record your question in the Stop #3 box.

  25. Review the questions you wrote during the reading. • Discuss the reading with your partner using the questions. • Be sure to clarify and check if the question is relevant to what we read.

  26. Classroom Discussion • What is a question that got you and your partner talking? Was the question answered in the reading? If so, what did you find out? • Do others agree that the question was discussed in this way? Let’s refer to the text. • What did you learn about the effects people are having on deserts?

  27. Out of Classroom! • Activity 10:05 – 10:50 • Recess 10:50 – 11:15

  28. Out of Classroom! • Lunch 11:15 – 11:45

  29. Kicking it Quiz!

  30. Reading Time 11:45 – 12:20 RI.3.1 I can ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. SL.3.1c I can ask questions to check understanding of information presented, stay on topic, and link my comments to the remarks of others.

  31. Independent Daily Reading Computers - 30 min: • Stella – Classworks: R • Harriya – Classworks: R • Michel – Classworks: R • Nikayviah – Classworks: R • Mattie – Classworks: R • Jaxon – Classworks: R • Tyler – Classworks: R • Emma – Classworks: M Unless goal completed 11:45 – 12:30

  32. Restroom Break 12:30 – 12:40

  33. Writing Time 12:40 – 1:00 W.3.1 I can write opinion pieces on topics or texts, supporting a point of view with reasons. L.3.4b I can explain the function of nouns, pronouns, verbs, adjectives, and adverbs in general and their functions in particular sentence.

  34. Writing Journal Writing Time • Remember: • Write silently – no talking or whispering • Double-space, or skip every other line • Continue writing until time is up • Work on a persuasive essay using one of the ideas on our chart, or another one you have shared with your teacher. • State your opinion clearly in your piece. • Add reasons that support your opinion.

  35. Sharing and Reflecting Share what you wrote with your partner. • What opinion did your partner write about today? Who is your partner trying to convince in his or her essay? • Do you and your partner agree or disagree with each other’s opinions? Turn to your partner • What did your partner say to let you know that he or she respects your opinion?

  36. Math Fluency & Focus Lesson! 1:00 – 1:20 Math 3.NF.1 I can understand that a fraction 1/b as the quantity formed by one part when a whole is partitioned into b equal parts. I can understand that a fraction a/b as the quantity formed by a parts of size 1/b. Math 3.NF.2 I can represent a fraction 1/b on a number line diagram by defining the interval from 0 to 1 as the whole and partitioning it into b equal parts. .

  37. Team Captains, please get your group’s Eureka Workbooks!

  38. Unit and Non-Unit Fractions • Write the fraction that is shaded. • Write the fraction that is unshaded.

  39. Unit and Non-Unit Fractions • Write the fraction that is unshaded. • Write the fraction that is shaded.

  40. Unit and Non-Unit Fractions • Write the fraction that is unshaded. • Write the fraction that is shaded.

  41. Unit and Non-Unit Fractions • Write the fraction that is unshaded. • Write the fraction that is shaded.

  42. Unit and Non-Unit Fractions • Write the fraction that is shaded. • Write the fraction that is unshaded.

  43. Unit and Non-Unit Fractions • Write the fraction that is shaded. • Write the fraction that is unshaded.

  44. Application Problem • For breakfast, Mr. Danny spent 1 sixth of his money on a coffee and 1 sixth of his money on a bagel. What fraction of his money did Mr. Danny spend on breakfast?

  45. Review – Number Bond Basics

  46. Concept Development • TE p86 • Draw a number bond decomposing 4 into 4 ones. 4 1 1 1 1

  47. Concept Development • Now work with your partner to show a number bond decomposing 4 into 2 parts. • One part should be composed of 3 ones • It took 3 copies of one to make 3 What are the two parts of your number bond? Please specify the unit. 4 1 3

  48. Concept Development • TE p87 • Draw a number bond decomposing 1 into 4 unit fractions. 1

  49. Concept Development • Now work with your partner to show a number bond decomposing 1 into 2 parts. • One part should be composed of 3 copies of the unit fraction. • What unit fraction did we copy to make the number 3 fourths? 1

  50. Social Studies Rotation

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