April+23+-+27

**Guided Reading:** Begin Mystery Assignments in ALL guided reading groups || Reading Block MAP Testing MATH Sessions 2 and 3? Minilesson: Elements of Fairy Tales Students will read fairy tales in pairs and complete a fairy tale elements wroksheet Finish Running Records for April :) || Reading Block Week 30 Pretest Finish Running Records Begin DRAs || Reading Block Continue Elements of Fairy Tales and Mystery Assignments **Guided Reading:** Mystery Assignmnets Update - ALL Groups || Reading Block Week 30 Tests Tangled with Mrs. Stark's Class **Guided Reading:** DRA's Francisco and I || Lantern Poetry ||= Math ||= Accellerated Math ||= Writing Biographical Poem ||= **Francisco** Writing Read Maniac MaGee ||  And Activity 1.2 Space – It’s a Basic Need
 * **TIME** **A+ Student:** **Lib time** **Cadet Teacher:** **Morning** || **Monday** || **Tuesday** Francisco 9:30-10 || **Wednesday** Steele 9:00-9:30 || **Thursday** ||  **Friday** Francisco 9:30-10Grabowski am ||
 * 8:20-10:00am || Reading Block Chart AR Goals (week 6) Week 30 Words
 * 10:00-10:25am || Math Jeopardy Review ||  || **DeClue** Math M&M Graphing || Math M&M Graphing || Math Review Games ||
 * 10:25-10:50am || Math || Art || Math || Math || Math ||
 * = 10:50am-11:15am ||= Music ||= Art ||= Library/Counselor ||= Writing Biographical Poem ||= Writing Begin Shape Poem ||
 * 11:15-11:40pm || Library || Health || Music || Computer Lab || PE ||
 * 11:40-12:05pm || PBS Meeting Celebration || Math DRA testing || Read Aloud Accellerated Math || Computer Lab || PE ||
 * = 12:05-12:35pm ||= Writing
 * 12:35-12:50pm || Lunch || Lunch Duty Playground || Lunch Duty Soccer Field || Lunch || Lunch Duty Playground ||
 * 12:50-1:15pm || Recess || Recess || Recess || Recess || Recess ||
 * 1:15-1:40pm || Read Aloud Lantern Poetry || **Grabowski pm** Writing/Grammar Adjectives Powerpoint [[file:adjective.notebook]] || Writing Poetry: Haiku || Pride Party Recess || Read Aloud/Cursive Continue Shape Poem ||
 * 1:40-2:10pm || Liberator Time Fluency: Character Traits - The Gollywhopper Egg DeClue AM Group Rotations: Enrichment: || Liberator Time || Math Focus Lib. Time Math MAP Games and reasessments || Liberator Time || Liberator time Fluency: Finish Character Traits - The Gollywhopper Egg Begin Character Consideration for Peddler Pete ||
 * 2:10-2:55pm || **DeClues AM group**Social Studies/Science Nature Unleashed Pretest || Social Studies/Science Lesson 1: Activity 1.1 Living or Non-Living

read Lesson 1-It’s all connected. Students will bring their science notebooks outside along with a thermometer and magnifying glass. Each student will record the temperature, weather and location in their science notebook. Quick discussion on living and nonliving things. Students then observe and write down any living or non-living things on their chart as well as the number (quantity) of each object observed.

Before returning, ask students to gather around you (draw an x on the ground) with every clap, students will be asked to take one step closer to the x. Repeat until students are starved for space. Talk about comfort level, feelings and needs – SPACE.

Return to class and look at living and non-living lists, share together and make adjustments as needed. || Social Studies/Science Nature Unleashed Lesson 1 Activity 1.3: organism, population, community, ecosystem. Students will read and discuss all of page 2 and 3 in their handbook. We will go outside to take the temperature and continue to add to our list of living and non living things. Back in the classroom, we will discuss whether each item listed is an organism, a population, or a community. I will show smart notebook slides which illustrate each and we will revisit our notebook. Students will mark the appropriate section of their chart and will make any adjustments as needed. || Social Studies/Science Finish “ecosystem” vocabulary from 1.3 **Activity 1.4 and 1.5:** Interactions – Observe how organisms and populations are interacting in the ecosystem. Ask students “How are living things interacting with other living things?” and “How are living things interacting with nonliving things?” Pond Ecosystem Cards: Students will divide into living and nonliving groups. The living group will divide itself into populations and then organize themselves into a community (intermingle) Add the nonliving things….”what do nonliving things provide for living things? What do living things provide for each other? What do you represent as a whole?” (ecosystem) || Social Studies/Science Nature Unleashed Review Lesson (Ch) 1 and take **“So, what do you know?”** quiz with a word bank. ||