DAY 20 – Sept. 30/2014


We shared our predictions about what might happen next in “Stargirl” on Hillari Kimble’s birthday!



We were able to ask interesting questions that could relate to our own future writing:
How soon is too soon for a character to react strongly?
How does a character’s emotional reaction to an event match their previous reactions?
What kind of characters are likely to react in the moment, and which characters are likely to be sneaky later?

We added another theme to the book:
School culture
In Stargirl, The culture of the school is created by students who are not involved, don’t want to stand out, don’t want to be different, and don’t want to celebrate school spirit (attending or cheering at games)
. So far, no one is challenging The school “leaders”, Hillari Kimble and Wayne Parr. Stargirl is challenging the culture of Mica Area High School by being very enthusiastic, and the students are loving the changes in themselves!

We created an anchor chart about how to write effective predictions, based on student ideas. we decided that predictions are reasonable if they match the events that have already happened in the text so far and if the characters’ thoughts and actions match the characters’ thoughts and actions in the text so far.


DPA break!


After our DPA break, we read the next chapter to discover what actually happened. We were able to confirm some predictions and disprove others.

Now that we have used a place value chart and a grid for showing decimal numbers in both grades, we spent time figuring out how to represent decimal numbers with base 10 materials.




We got together with Mr. Lee’s and Mrs. nights classes for buddy time. Today, we drew portraits of our buddies, while continuing our conversations/getting to know each other! Here are a few samples πŸ™‚



We spent time individually searching out answers related to our Passion Projects. Here’s one student example of research into an actual mystery. The final product that will be an actual mystery story that the student will write –– – readers will discover the details of the mystery by reading the story.

Mrs. Holton took over for Miss Fawcett, who went to attend a meeting for teacher inquiry. Teachers are also developing questions for how to improve student learning. Teachers are meeting in teams with our new instructional coach teacher, Ms. Johnston.

We finished our day with Mrs. Crocker in the arts room. Students may reflect on what they did in the future blog post.

p.s. Thanks to the student who got creative with our bathroom sign out at the end of the day πŸ™‚


DAY 19 – Sept. 29/2014


We began our day with Phys Ed outside with Miss Rankin, followed by some really deep discussion (and laughs!) while reading through Chapters 4 and 5 of our read aloud, “Stargirl.”

In the book, the next big event will be Hillary Kimble’s birthday – so we spent time on paper or a Google doc writing down our predictions for what will happen next on Hillary’s birthday. Will Stargirl sing for her? Let’s see what students think….Our predictions will involve making inferences based on evidence in the text.

Some students took the initiative to write their predictions in the form of a narrative, writing in the voice of our narrator, “Leo” — wow!!

We reviewed how to represent the tenths and hundredths columns on a grid. (In grade 6 we also represent the thousandths column.)

Grade 5


Grade 6


Grade 6 students worked in pairs to learn about the Canadian maple syrup industry. We will establish the main exports and imports of Canada over the course of our “Canada and its Links to the World” unit of study. Students worked with their knowledge of:
– main ideas & supporting details
– summary writing skills
– critical literacy (e.g. Identifying missing information & points of view)
– “wondering skills” on the topic
….all while also establishing the importance of Canada’s maple syrup industry to the economy of the country.


Grade 5 students
reviewed the Rights contained in the Canadian Charter of Rights and Freedoms. We learned that not all of these rights are available to children – for example the right to vote or the vote to have mobility within a country or outside of the country unless accompanied by a parent or guardian.
We brainstormed a list of basic rights that we thought would be important for all children to have & came up with a pretty excellent list (Ms Fawcett only recorded the ideas —- we came up with the ideas ourselves):

We believe children should have the right to:
– the necessary amount of water & nutritious food that is needed to be healthy (e.g. the amounts written in the Canada Food a Guide)
– shelter
– medicine
– safety (physical & emotional)
– freedom to travel with a parent or guardian
– an education
– love and care from a parent or guardian

We compared the list we brainstormed to the list of Children’s Rights written by the United Nations — and we got them all!!

We ended the day in French, and received this permission form, to be returned to school by Wednesday. Madame Reid has arranged for all Junior classes to spend 1 block in her classroom with a French chef! Please check out the details below:


DAY 18 – Sept. 26/2014

This post is a work in progress – please check back later too! πŸ™‚


(thanks to Mrs. Laws for our quote today!)

LITERACY – Social Studies

We started our day making plans for shared, collaborative work. We headed down to the lab to access some technology and books.
Grade 5 students collaborated on a document about The Rights of all Canadian citizens from the Charter of Rights and Freedoms. We made inferences about why life is better with these rights, and how life would be different without these rights. Divided into six groups, we thought deeply about six of the rights.
We will work on being a little more specific and have a whole class sharing & brainstorming session next time.
As the teacher/facilitator, my goal will be to help students understand these Rights in a meaningful way, by helping them build personal connections to the ideas.

DAY 17 – Sept. 25/2014

this post is a work in progress – please be sure to check back later too πŸ™‚


Literacy – Social studies
After Phys Ed, both great grades continue to previous work and social studies.

Grade six students Continued looking at the population density of the country that they are researching. All of the countries are countries that we identified as Asian or Central American countries that create the shirts that we are wearing. we reflected on the prompts from the last blog entry.

Guatemala –Citizens don’t have a lot of space – Guatemala is overcrowded.

“Everyone would need a job and want a job – and the bosses would maybe hire those with the most experience which would mean that a lot of people wouldn’t have a job.” – Danica
They might not be able to have space for a farm and grow food – Isabel

We discovered by checking the CIA Factbook website that 54% of Guatemalans live in poverty.

We wonder if the information for the other countries where our T-shirts are made is similar to Guatemala or different?

Grade 5 students continued thinking deeply about 1 of the seven rights in the Canadian Charter of Rights and Freedoms. We’ll put all our knowledge together next time.

Each group inferred possible answers for the following questions related to the right that their group is investigating:
How does this right improve people’s lives?
What would people’s lives be like without this right?



We continued to learn how to represent decimals on a grid. Grade 6 students learn to the thousandths column and grade 5 students learn to the hundredths column.






We ended the day at the monthly awards assembly. it was great to have all of the students together at one time to congratulate student show in character and to enjoy the monthly slideshow. Thank you to class 5/6F students who took pictures this month!


DAY 16 – Sept. 24, 2014


today we had an opportunity to show what we know with reading strategies! We completed a formative assessment where we explained at least three reading strategies that we were able to complete with their independent reading book. We used writing tools that matched our learning styles.

what a beautiful day!







We investigated decimals in partners, by exploring the thousandths grid. In grade 5 we are responsible for knowing to the hundredths and in grade 6 to the thousandths. Tonight, students are responsible for explaining what they learned at home to their parents!




Terry Fox Run
Today, the whole school participated in the Terry Fox run. So proud of all of our students bringing into knees for cancer research and for showing persistence in walking or running on our field today!