DAY 121 – Thurs., April 7, 2016 – Independent Reading & Inferring Characterization, Data Management – Bias, Surveys

 

LITERACY – Independent Reading, Inferring Characterization……preparing for Writing

We started today reading independently as we usually do. Today’ purpose (similar to yesterday) was to infer a Character Trait about one of our characters, and give evidence from the text to support the Trait.

Today was a bit different — instead of describing exactly what the Character was showing us through

  • S aying
  • T hinking/feeling
  • E ffects on others/others affects on them
  • A ctions
  • L ooks/appearance

…..we created information for  “Character Trait Cards”.

We :

  • identified the trait
  • described the Character information using STEAL….but described it in a general way that anyone could use to inspire them for their own characters

Thanks to our student teacher, Ms Jolink, for helping Ms Fawcett make the cards! 🙂 Here are some. We will continue to add more details about characters to give examples of how we know they have particular trait. Click on the cards to see a larger version. 

These cards will be available in the classroom for any student to access for inspiration

 

MATH – Data Management 

Comparing displays of the same data

We learned that

  • Circle graphs are good for the parts of a whole — e.g. showing a category of data COMPARED TO THE WHOLE
  • Bar graphs are good for showing information about INDIVIDUAL CATEGORIES/PIECES OF DATA

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CIRCLE GRAPH

  • are used to show PARTS of the WHOLE
  • quickly shows that Nike was the brand that sold about a third of ALL the sales…..Adidas brand made up 1/4 of ALL the sales

 

 

      BAR GRAPH

  • are good for showing individual amounts – we can see Nike brand sold the most, followed by Adidas and New Balance
  • can be hard to read accurately — we may need to infer the amounts when they aren’t labelled like these bars are, especially if the top of the bar is between lines

 

 

LINE GRAPHS

  • Good for showing change over time

We reviewed these graphs from yesterday. Herman’s Graph makes the data look like a sudden & huge increase in the sale of cars. This is accomplished by spacing the years on the x-axis very close together…..and by stretching the scale – it goes up by 50 (instead of 100 on Jake’s) and each number changes across 4 squares (instead of 2 squares, like Jake’s)

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Survey Questions

We spent time creating questions that show BIAS……these questions didn’t feel “right” to us. They didn’t give us a chance to share the truth. We talked about how some questions are “leading questions” that might make people choose answers that aren’t even true. e.g. If I’m asked if I like chocolate or strawberry ice cream, I would pick one of those two (limited) choices, instead of saying that my true favourite is peanut butter & chocolate together (not even an option in the question!).

We talked about different types of BIAS in questions. The above “ice cream” example is a question that is biased because it has limited available answers to choose from…..but there are all sorts of ways that questions can be biased.

Here are some examples of BIAS (on the right),  with the unbiased way in the left column.

  

 

Good luck to Chloe, who will be representing Rousseau tomorrow at the Oral Communications Festival!!

DAY 98 – Tues., Feb. 23, 2016 – Writing, Oral Communication, Interoreting Graphs (data management)

 
  

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:

  • Numbers
  • Words
  • Pictures 

    
 
  

ART

students continue to work on the drawing skills and Mr. O’s art class. 

   
    
    
    
    
   
 

Feb. 10/2014 – Food Drive; Science inquiry – MATTER; Math – LINE GRAPHS

FOOD DRIVE
As usual, Rousseau is participating in the annual Ancaster Community Food Drive. We will be collecting food in 5F for seven days (in all classes K-6) — please consider donating what you can for our families in need. According to the Ancaster Community Services, the need in Ancaster increases every year. The largest growing demographic of families in need is single parent families, and together with helping seniors in need and many other families, the Ancaster Community Food Drive has never been more important.

SCIENCE
So excited for school tomorrow! Minus the ice & milk and blowdryer (which are either in the fridge/freezer or necessary for my morning routine!), I’m all packed for what I need to bring for students for tomorrow! They will be bringing supplies as well, and are armed with their materials list/procedures/hypothesis for their experiments! Not sure what all the students will be investigating, but by all the requests for ice, milk & salt from 6 groups, it doesn’t take a rocket scientist to infer that it may be a delicious day. Lots of other experiments happening, too, as we consolidate our learning about solids, liquids & gases.

basket of science

materials & procedure & hypothesis

We collaborated on our list of “needs” using a Whole-class Google Doc — fun!

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MATH

Students worked in groups with line graphs, and we will be able to extend our learning to include bias: Interesting how choosing different scales cause each of these data to look so different when graphed!

2 line graphs fr_1825_size880 fr_1824_size880

 

 

Feb. 3, 2014 – Math (data, intervals)

We began math today in the textbook — a sample of fictitious student test data that ranged from a score of 54 to a score of 95. There were 25 pieces of data (i.e. 25 student scores in the set of data, ranging from 54 to 95).

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We wondered why intervals ending in 60, 70, 80 were preferable to intervals ending in 59, 69, 79?

Is it because ending with multiples of 10 (e.g. 60, 70, 80) just seems more tidy and finished? What do you think?

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We made observations about the graph in the example, which was made using the intervals 51-60, 61-70, 71-80, 81-90, 91-100.

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Next, we used our observations to create Anchor Charts, one reference chart for the steps needed to create intervals out of a large set of numbers and one reference chart for the steps needed to create bar graphs using interval data.

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