Today we started out in the computer lab. We’re continuing our self-assessment journey for reading open response questions. Building on our previous TLCP work (Point of View/Open Response), we reflected critically on how we did on our previous work (Success Criteria: I can use evidence from the text to answer a reading comprehension question; I can use my own ideas (reflections, inferences, text-text or -world or -self connections). We specifically compared our answers to the ingredients of our Anchor Chart:
For future Open Response Reading Questions, this same self-assessment can happen using a blackline: students will be able to self-assess more quickly using this Check-bric (basically, a checklist with all the ingredients from the Anchor Chart):
I have uploaded the Reading Open Response Check-bric to my Google Docs in a folder called, “Blackline Masters” — and shared the folder and documents with students. This way, students can access the Check-bric, fill it out, take a screen-shot and upload the image to their blog/portfolio. Please ask your child to share the link to their blog so that you can see their progress. It is still important that students not work on most/many assignments at home — independent work need to be formatively assessed (checked for student’s progress) and summatively assessed (evaluated for report cards) based on work that students have completed independently at school. If a particular assignment on Google docs or on the blog can be worked on at home, it will appear in the student agenda as a homework item.
The most exciting part, is that students are beginning to start their Self-Assessment related to our TLCP on their OWN STUDENT BLOGS! We will spend more time tomorrow working on this self-assessment and will reveal the student blogs tomorrow 🙂
Back in the classroom, we looked at our current Reading Strategy, Questioning. I modeled Questioning during a read aloud of our class novel, Alexandria of Africa by Eric Walters . In the text, Alexandria is reaching a turning point where She recognizes her relative privilege as a North American, and her relative privilege as a North American from an affluent family as she and Renee discuss the difficulties less affluent students have in attending Ivy League universities and discuss the difficulties that the children in Africa have (particularly girls, who are not favoured like boys) in attending elementary school and high school (which is not free). Students were able to extend the questions to the strategy Inferring, where they predicted or “knew” the answer to some of the questions I modeled. FANTASTIC! 🙂 We also talked about cultural diversity: differences between some African cultures and North American culture, e.g. the fact that the children and adults in Africa in the book sometimes hold hands in friendship. Several students in the class were able to use the strategy Connecting, and shared similar cultural traditions in their ancestral countries (e.g. Greece, Iran) where men may embrace, kiss or hold hands in friendship the same as women do so easily in many cultures. We could spend our entire day learning from read alouds alone!
Grade 5: Grade 5 students built on yesterday’s division lesson with a Long Division lesson. This long division method called “Partial Quotients” is different from the Standard Algorithm that many (most?) parents grew up learning (myself included!). In Partial Quotients, the dividing question is broken up into more manageable parts. Here is a video I made explaining the standard algorithm and Partial Quotients using an iPad app called Screen Chomp (and uploaded to Youtube) (much better than the explanation I tried to share with a parent at the end of the day on my tiny iPhone screen with the app Skitch!)
One goal will be for students in both grades to use Screen Chomp on the class iPads in order to show their understanding of math procedures or any other skills and knowledge in any other subject. Look forward to more “screen casts” like this one, but created and published by students.
For this question (representing percent on a hundreds chart), we worked on showing one way (for a level 3) and showing an additional way (for a level 4) — 2nd way not picture, but similar to way #1, with the rows shifted around. The 3rd way is more creative and challenging. On the spot, we came up with a strategy of numbering the unshaded squares and even numbering them in green so that we left exactly 16 unshaded.
We then extended our understanding of fractions as they relate to percent by working with fractions that do NOT have a denominator of 100:
In third block, students went to French, attended the monthly Awards Assembly and ended the day with DPA outside.
Whew! What a great day!!!
Tomorrow, we will participate in a whole school spirit day, wearing athletic attire and donating loose change to benefit fundraising for the Ancaster community “Village Green Spray Pad”. More information can be found here on a website devoted to the spray pad fundraiser. Donations can also be made online. Tomorrow is also the Rousseau Scholastic Book Fair, so students may bring money to purchase books, while also fundraising for school books.