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| Sorting the rocks and name characteristics of each as part of Case Study #1 |
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| In Writers' Workshop, the groups are sharing the 'problem' they have created for their tomato story. |
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| Finding the right adjectives to describe metamorphic, sedamentary, and igneous |
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| Ms. Boysen, our Title I Teacher joins us while Claire leads Morning Meeting. |
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| Some of the posted Learning Targets for this Case Study. |
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| Isn't is great that things that are seen everyday like rocks can become so much more interesting with knowledge. The concentration during this activity was great. |
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| The writers here are sharing and giving compliments, questions, or comments to help each other. We had first had a lesson to make sure we knew what a problem sounds like to the reader. This writing has the purpose to entertain each other and has helped the kids get to know each other and what kinds of things they think are interesting and funny. |
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| Typical Planner. We have been really working on what content looks like that goes into these so that you can ask questions about the day and be aware of what we are doing. Today the kids wrote to each other something that they liked or appreciated about another. The tone of the room is beginning to feel very content. |
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| More great examples of the kids concentrating. After we did this work, we did an in depth reading on each. Ask them the difference between intrusive igneous and extrusive igneous rocks. |
