LITERACY – Writing & Oral Communication
Many students continued working on the writing process. Many one on one teacher: student conferences happened today, without a break between 9:30 and 11:00! Wow!
Common feedback today:
Once your sub topic subtitles have been removed in the final draft, does each paragraph have a topic sentence that signals to the reader what the paragraph is going to be about?
Can you read your speech aloud and notice where the pauses are in your voice? This is where your period, question mark or exclamation mark will likely be (otherwise known as the end of the sentence!)
Can you highlight the subject in a sentence? Can you highlight the verb in a sentence? Each sentence should have one subject and one verb. Have you put multiple sentences together without punctuation separating them? (run-on sentence). Can you separate your sentences into individual sentences now?
Does one or two sentences make a paragraph? Can you develop your paragraph by including the required topic sentence and concluding sentence? Can you add more facts or your own idea/reflection to the paragraph to make it longer and more developed?
Is there flow between your paragraphs? The concluding sentence of the previous paragraph and/or the topic sentence of the next paragraph can help link your ideas. Do you have concluding sentences and topic sentences? Referred to the paragraph anchor chart on the wall.
MATH – Data Management
Today we took a look aiur answers from yesterday’s work – page 170 to 171, #1, 2, & 3. For homework tonight, students should continue to bump up their answers, and finish up to of. 171, #5. Students have also been asked to please share their work, if possible, with parents to give them an opportunity to talk about their answers and ensure that they have written down their best, most complete thoughts.
Here is #1 a), with an example of a level 2 answer, and a level 3 answer (done as a whole class today). Students: In the comments below students, please explain what makes a Level 3 answer for this particular question.
In looking at student work from yesterday (and homework last night), it was easy to determine who needed to add more information to their answers. We can quickly identify short, one statement answers that do not include all the thinking that goes through our heads. We can more clearly communicate complete answers with:
students continue to work on the drawing skills and Mr. O’s art class.
Writing – Some students continued to revise their speech, and in some cases discover and add new facts through research when they discovered that their paragraphs did not have enough information. Other students are working on clearing up some smaller details, using their editing checklist.
Oral communication – Several students – especially the competitive speech writer – are working on practicing their delivery after speech to their peers for feedback.
Competitive speeches will be delivered on Wednesday.
MATH – Data Management
We began looking at graphs and interpreting the data. (This is an extension of data interpretation skills from grade 5.)
For homework, students could explain to their parents the difference between
- Stating facts about data in graphs
- making inferences (conclusions) about that data
Class work: (homework if unfinished)
In the comments below, students can show that they have reviewed this post by sharing an example of a time when data help them understand something (e.g. Food drive statistics, sports statistics, etc.)