DAY 30 – Oct. 19/2016 – Visualizing, Patterning & T-Tables




Our next “Comprehension Strategy” focus is Visualizing.

To model, we began a Read Aloud of John McCrae’s poem “In Flanders Fields….in an illustrated picture book.

We visualized based on the words on a particular page……and then only when we had a detailed visual in our minds did we look at the accompanying painting on the page.image


When the text said, “In Flanders Fields, the poppys blow”, I visualized a big field of red flowers swaying in sync with each other, back and forth”

When the text said, “between the crosses row on row”, I visualized a lot of rows of gray and white coloured crosses, some with names printed on them.

When the text said, “the larks, still bravely singing, fly”, I visualized a lot of birds circling overhead.image image image image



We reviewed the two types of patterns that we can find in a T-table of values.

– a pattern for the right, vertical column

– a pattern to turn the left column number INTO the right column number



There is a second strategy that uses the Gap numbers of the # of blocks as a clue. Students do not have to use this “gap number clue” strategy to meet expectations. If they struggle with understanding it, they can still find the answer with the Guess & Test strategy.

On tomorrow’s test, we must find the 2nd pattern (e.g. Pattern that connects figure # to the # of squares) first by using GUESS & TEST….even though there is a 2nd strategy.


We noticed a coincidence….The number of blocks operation (e.g. +6) is a clue that the first step of the 2 step pattern is x6










It’s important to know WHY this works.

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DAY 29 – Oct. 18, 2016 – Patterning (T-tables), Music



We worked on our final session recording INFERENCES during Independent Reading. Students have worked very hard on inferences and will start a new strategy tomorrow…..all the while having the inferring strategy in their permanent “toolbox” for reading this year.

As most students worked on reading…..several students had an opportunity to conference with Ms Fawcett about our current math (started last Friday). Anyone struggling received group and also 1:1 help.



Students need to be able to show all their thinking when using a Guess & Test strategy. Everyone had a chance to review this with a  group today, and practice it as well. (Tomorrow, some students have a more sophisticated strategy to share, which they came up with yesterday after using guess & test! Exciting!)

A third of the class have questions to finish tonight

Half the class is also finishing copying the T-tables from JUMP Math Page 6 into their notebook……and solving those 2-step problems.

Everyone can be reviewing tonight & tomorrow night for Thursday’s patterning test (finding two kinds of patterns in T-Tables)

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In Music, we’re singing a hauntingly beautiful setting of “In Flanders Fields” by Alexander Tilley. We’ll perform it for Remembrance Day as our annual assembly.



DAY 27 – Oct. 14, 2016 – Summaries (Reading), T-Tables (Patterning), DPA with chickens!


(be sure to make it to the VERY BOTTOM of this blog post to see video of our fun DPA activities!! It was a blast playing with rubber chickens!)

LITERACY – Independent Reading Comprehension Strategy Practice (INFERRING)

Reading Skill: Summarizing

A summary includes only the most important facts & details and is NOT a full “retell” of a text. We reviewed various text features that will help us find important details for a summary (using the part of the text from the last lesson).


  • Title
  • subtitles
  • graphic features:
    • pictures
    • maps
    • graphs
  • captions
  • top sentences in paragraphs
  • bold, underlined or italicized words

We are co-creating our summary as we go along. Obviously, we are great readers! We can’t help but make inferences as we write our summary — so we made sure to jot down our inferences in a DIFFERENT column.

screen-shot-2016-10-16-at-5-38-20-pm    screen-shot-2016-10-13-at-5-26-47-pm

TODAY, we moved to a different part of the page, identifying text features and

screen-shot-2016-10-16-at-5-38-34-pm screen-shot-2016-10-16-at-6-16-18-pm

Next, we moved on to independent summary work. screen-shot-2016-10-16-at-5-38-47-pm

8080 8078


MATH – Patterning: T-Tables

Following up from last class, we practised identifying pattern rules going down the vertical right-hand column. We made sure we added words to the JUMP Math practice questions: “patterns for the # of squares”. (…..because there is yet another pattern in each table that we will find!)


We referred to our previous learning in order to work on finding the pattern that relates the left column number to the right column number:


Previous learning:




DAY 26 – Oct. 13, 2016 – Non-Fiction Summary, Canadian Communities Past & Present, Patterning & T-Tables, Leadership

LITERACY – Summary writing – Social Studies (Canadian Communities Past & Present)

We began looking more closely at writing a non-fiction summary. We will use Text (subtitles, topic sentences, bold words, captions, etc.) and Visual Elements (pictures, maps, graphs, etc.).

We focussed today on finding details in a graph in the text to use in our summary.


When writing a SUMMARY it’s important to only include facts (LEFT COLUMN).

INFERENCES help us understand the text….but should not be included in a Summary.



State a rule for the pattern in the table and predict
how many blocks will be used for the fifth figure.

         Fig. 1                                   Fig. 2                                  Fig. 3






How many blocks for figure 516?   We can use the pattern rule that relates the Figure # to the Number of Blocks…x2, +2

516   x 2 =  1032

1032 + 2 =  1034



We classified our ideas from a few weeks ago — where we brainstormed ideas about leadership.  We used a Google Doc and worked in teams to discuss the ideas and put them into the two categories.

The leadership style categories are:

  • Facilitation (leaders are facilitators who inspire everyone to get involved)
  • Traditional “Bosses” who are at the top and give direction to people “below” them in the hierarchy  (e.g. a Dictatorship is an extreme example of this kind of leadership)

We agreed that having a leader that is a FACILITATOR would make us feel valued and included.

Here are all of our previous ideas about leadership that fit into the category of “facilitation”. These ideas are so impressive!!! And they all came from our class!!!


Here is a glimpse of our teamwork process:

Day 8 – Sept. 17/2015

LITERACY – Writing, Media

We worked in the hub today, using technology, magazines, scissors and glue to complete our “I Am” collages. Each sector includes different ways to finish the sentence, “I am……”. Our names won’t be on our collages —- so it will be interesting to see if other students, as well as adults, can identify which collage belongs to which student.

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MATH – Patterning

So far, we have been investigating a variety of geometric patterns that we created with math maniupulatives (See here).

Yesterday, we creating Learning Goals (an Ontario Curriculum expectation re-worded into student-friendly words) and Success Criteria (a list of skills necessary to meet that learning goal).


LEARNING GOAL: I will….identify geometric patterns by investigating them using manipulatives (e.g. shapes) and drawings. I will represent those patterns in numbers.


Today, we focused on growing patterns. We described what we saw, and then we attempted to describe the pattern numerically, just as the Learning Goal and Success Criteria require us to do. We tried to replace words (e.g. “add an L-shape” ) with numbers, and we also worked on being more specific with our descriptions (e.g. “add one more each time” — add what one more time???)



**  Try drawing a geometric growing pattern at home, and bring it to share with us tomorrow 🙂

We  then tried using a T-Table to find our pattern rule.

Once we filled out the frame #  and   # of squares in each frame, we found the “gap numbers” to see if that would help us find our pattern rule.

In the end, we decided that the pattern rule was “multiply the frame # by itself” (see the stars???)



SCIENCE – Learning Skills (Collaboration Skills/Teamwork)

We worked our our collaboration skills by attempting “The Marshmallow Challenge”, a structural engineering challenge. We were placed in random groups and had a chance to work with lots of students we might not have worked with this year! 🙂 Here are the materials & criteria for the challenge:


  • 1 metre of string
  • 1 metre of tape
  • 20 pieces of dried spaghetti
  • 1 marshmallow


Create the tallest free-standing structure that you can

with the materials provided. The marshmallow must be on top.    

We will share our reflections tomorrow!

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