This morning we began with the number of the day - 33. We also practiced reading to someone. We enjoyed taking turns reading, and staying on task. Goals for next time is to practice "time or coach" and our "private voices".
We had a wonderful class discussion of the importance of orange shirt day and read When We Were Alone. We used inferences to make connections with information we know about residential schools! This afternoon we went over the mysteries for Bonding with Bruce and the highest score was 15/25 hypothesis correct! Mme Baxter visited our classroom for a post ROE meeting, followed by completing our pencil sketch of The Scream for art. Agenda:
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During Daily 5 we learned a strategy for reading to someone called "time or coaching". We also reviewed strategies to try when we don't know a word.
Before lunch we brainstormed ideas for T.W.A.S. and completed an entry. Students are to read the letter to a parent, and return it back on Monday. This afternoon we put together our Best Part of Me which will be on display for Tri-Conferences. We ended the afternoon with Walkathon! Agenda:
We represented the number 26 for the number of the day. Students were then challenged to a problem solving task; who can make the longest paper chain. There were many different strategies and wonderful collaboration skills being displayed!
This afternoon we reviewed the definitions of observation, infer, and hypothesis while we completed the class mysteries of Bonding with Bruce during science. We ended the day with increasing our reading stamina to 10 minutes and 30 seconds! Agenda:
We started the morning with the Walkathon dance for active start. During daily edit, we discussed the components of a proper sentence such as; capitals at the beginning and in nouns, punctuation at the end, spaces between words, there is proper grammar, if the sentence makes sense, and there is "an" before a vowel word. During daily 5 we reviewed a lot of different strategies we can use while we read, and was introduced to EEKK while we read to someone. Our elbows and knees are together. We are also using a private voice while reading - the pairs across the room cannot hear us.
During math first looked at estimation 180, then we played "beat the teacher" and had to create larger numbers than me in the thousands place by only rolling a dice. Before lunch students practiced reading numbers with base ten blocks by representing them in expanded and standard form. After lunch we had learning buddies - check out @starbucksandteach's Instagram story for an activity we did for team bonding! Right after that, baby Mila came to visit us for Roots of Empathy. We had SO much fun! After Mila left, students began to rewrite their good copies for the Best Part of Me with the corrections I have provided. Agenda:
A photo of socks were displayed on the board and students shared many different strategies of how they counted the socks! They were then challenged to create a number that I said out loud, and then had to write down the value of a digit during math.
During daily 5, we read to ourselves and then graphed our stamina on the Smart Board! The remaining time before lunch students continued to work on their rough copy of The Best Part of Me and practice their TUSC speeches. This afternoon we had our first TUSC meeting! We enjoyed listening to many different types of speeches and provided wonderful comments at the end of each presentation. A common goal for presenting is to speak louder for the class to hear, and to hold the paper away from your face so the audience can see you! The GREEN group presents Wed Oct. 2nd. We ended the day by evaluating Edvard Munch's The Scream art piece. We noticed that there are warm and cool colours, abstract and organic lines being used. We began to draw this art piece for our October art display for the school! Agenda:
We began the day with a morning meeting and played a game that emphasizes proper communication skills while talking to someone.
We continued to increase our reading stamina and created a "What to Write About" page in our writers notebook during Daily 5. In math we estimated Mrs. Stadel's height by using our prior knowledge of Mr. Stadel's height. By using base ten blocks, we looked at examples of how to represent and draw numbers with them. This afternoon students used their Best Part of Me brain storming sheet to begin the writing piece. Mrs. Baxter joined our class and introduced what Roots of Empathy (ROE) is and we created questions to ask baby Mila's mom on Wednesday's visit! Agenda:
We had an indoor active start, followed by reading for 8 minutes - our stamina is increasing!
We watched an Arthur episode that emphasizes that we get writing ideas from our ordinary day. Time was provided to begin brainstorming five reasons we like a body part for The Best of Me project. Students who have not completed this, they have to finish the one side (the brainstorm web). We also reviewed what the value of a digit in a number means during math. This afternoon we completed note taking the six steps to a scientific method and had a walkathon assembly. Parents please help your child fundraise for our school and hand in your forms (used or unused) on Oct. 4th! We ended the day with working on our collaboration skills while playing classroom games! Agenda:
We reviewed three strategies to assist with writing. The first one is to brainstorm ideas, the second is to sound out words that you do not know how to spell and underline them to come back to change and the last one is to reread what you have written to make sure it makes sense.
During math we reviewed what the difference is between a number and digit. We also looked at what place value truly means. We had our photos taken this afternoon and then listened to the book, The Best Part of Me. We will be completing a writing activity with this tomorrow. Handouts were given to the students at the end of the day - including addition flash cards. Please keep these (and the subtraction cards) at home for extra math practice! Agenda:
This morning we practiced different ways to represent the number 18 and discussed what team work is while we problem solve in math and in the real world!
We continued to be voracious readers, followed by a lesson on how to write with the flow and not worrying about how to spell a word. Students were introduced to TUSC which begins next Tuesday Sept. 24th. Parents please read and review the pink TUSC booklet with your child, sign and return back to school! Only HALF of the class will represent each day 4. Each student is now assigned to a job for their presentation and has the date written down too! You may check out TUSC under "SUBJECTS" and "ELA" for a quick review of what TUSC is. We ended the day finishing up our dot art. Agenda:
We began the day with active start, a walk around the school.
Estimation 180 was introduced to the students. Students had to guess how tall Mr. Stadel is. Before recess, we went through what we are doing during silent reading and tried to beat our 3 minutes stamina... but we failed :( It was international dot day on the weekend, therefore we read The Dot by Peter H Reynolds, answered some questions, and began an art challenge. This afternoon we met with our grade 7 learning buddies and learned some of their names! During science we finished sharing our observations of items about Ms. Bruce and shared our inferences. Students received their first homework assignment! Assignment: on the bottom of the yellow paper, print, cut and glue (either from a computer, flyers, or magazines) 6 items that the student can relate too! You do not want to make it very obvious to your classmates who you are! As a class we will become detectives once again and guess who created which collage! Please write your name on the back of the paper. Agenda:
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March 2020
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