DAY 124 March 23, 3015 Read Aloud/Inferring (Stargirl), Division, Music



I couldn’t resist brightening up our classroom today with new centre pieces on our new tables — the centre pieces have a spot for a few pencils and pens and some bright flowers!


LITERACY – Read Aloud/Inferring

We enjoyed getting back into our class Read Aloud, “Stargirl”, after having spent so much of our Literacy time writing speeches these past weeks. Students made inferences about many things, and I modelled inferring throughout Chapters 22 & 23


MATH – Division

We reviewed the work we did on Division from before the Break — here and here.  ***Students are always welcome & encouraged to review prior information on our class blog!! ****    Today, we began learning and practising the steps for the Standard Algorithm for Division (a standard algorithm is a method where we learn steps or procedures — it does not necessarily illustrate an understanding of what division means or why it works, but the standard algorithm is a strategy that can be used quickly and efficiently. It is the strategy that most parents know well.)

We worked in partners and groups to practice the Standard Algorithm.

Thank you to students who led the taking up of today’s practice, which allowed me time to conference with individual students who needed assistance!

Here are some very accurate answers. Keep in mind that the highest achievement level for these questions would be a 3+. There is no “higher level” thinking involved in applying the Standard Algorithm. We’ll leave the higher level thinking for our upcoming problem solving questions.

Tonight’s practice:   #1   a,b,c,d

MUSIC – “If You Can Dance, You Can Sing”

This song is based on a Zimbabwean Proverb, from the country Zimbabwe, in Africa. We began the song before the break, and are working towards singing it, in two part harmony, with class 6R!  Perhaps someone who is reading this blog post for their nightly review can research and share with us a fact about Zimbabwe tomorrow????


DAY 4 – Sept. 5, 2014



LITERACY – Read Aloud
All ready to record metaphors and similes for our “Stargirl” read aloud!





Yesterday, we used the “teaser” preview on the back of the book to make our own predictions of what the character “Stargirl” will be like (please ignore the grade 4 song lyrics on the bottom — oops!!)



We recorded some of the metaphors and similes from the book on our Anchor Chart. Students can access this anchor chart on a device near their desk when writing their own stories. We will use Stargirl as a mentor text and have LOTS of metaphors and similes to borrow or model ourselves on.


Genius Hour/Passion Projects
We finished brainstorming our “wonderings” and posted some on our bulletin board outside the classroom. We will refine them in conversation with our parents, teacher and each other and practice identifying DEEP questions for our first Passion Projects!












Grade 6 Girls’ 3 Pitch
Eleven grade 6 girls signed up for this year’s 3 Pitch team. The schedule is below:


May 12, 2014 – (repost) Measurement/volume, Read Aloud, Welcome back Rosalyn!

Welcome to our new student – Rosalyn, who is returning after being here in grade three 🙂 Rosalyn, we’re so glad that you have joined us again! After French, the perfect morning activity is a mini soccer tournament and a good run! 20140512-102230.jpg


We enjoyed our read aloud outside today for literacy – The Mighty Miss Malone Mighty Miss Malone


In Math we started to explore volume of a rectangular prism using linking cubes. Thanks Emma for taking pictures!


20140512-122807.jpg 20140512-122916.jpg 20140512-123024.jpg 20140512-123051.jpg 20140512-123108.jpg 20140512-123200.jpg 20140512-123231.jpg 20140512-123304.jpg 20140512-123428.jpg 20140512-123456.jpg 20140512-123512.jpg We estimated and calculates the Volume of other prisms too. 20140512-163246.jpg We developed a formula for Volume 20140512-163328.jpg 20140512-163353.jpg We practiced using the formula on a rectangular prism from THREE different perspectives. It is important to decide which will be the flat face that we find the area of FIRST…..then we can find the “depth” (how far back the prism goes). Even though we turned the cube 3 different ways, the final volume (36 units3) was the same. Makes sense! The prism stays the same size when we rotate it. We inferred that the units will be “cubed” with a little superscript “3” because the prism has three (3) dimensions. 20140512-163637.jpg Our final formula: V = l x w x d Below, we looked at an example where we don’t game the length, width and depth of the prism. Instead we have the area of the face and the depth. Donuts easier to do! 20140512-163911.jpg Instructions for independent work: 20140512-164322.jpg The answer to the first question. Please note the format – formula on one line, put in the numbers on the next line, do the multiplication on the next line, and and with the answer on the last line. Please remember units 20140512-164434.jpg 20140512-164722.jpg 20140512-164736.jpg

April 3rd, 2013 – Division, Student Blogs, Open Response, Drama, Our Day in Tweets



APRIL3 2013 Corridor of Voice COMPOSITION 2

April3 2013 Corridor of Voices COMPOSITION 1

April3 2013 Corridor of Voices COMPOSITION 3



All in all, a really great day! With no snow, and lots of sunshine 🙂

April 2, 2013 – Writing a Non-Fiction Summary; Science; Math Test; Drama


Happy Spring! (sort of!) It was a chilly day with some flurry activity outside the classroom window, but students’ energy levels certainly show that spring is in the air. We had a great day!



We started today with a bit of independent reading, and a whole-group lesson on writing Non-Fiction Summaries. Through our class DRA data, it is apparent that a large percentage of students are a little overwhelmed with a blank page titled, “Summary” — so we learned/reviewed as a whole class. Students were reminded that when they write a summary, they are not expected to have the text memorized; rather, they should re-read all parts of the text while writing their summary. They were taught/reminded to use all sorts of text features. They were taught/reminded to use all the paragraphs to some degree, and pay attention to topic sentences and sub-titles of sections (Grade 6 texts often include sub-sub-titles, as with our practice science text.) Here is our co-created Anchor Chart:

April2 2013 Non Fiction Summary ANCHOR CHART

Students practised their summarizing skills using Nelson Literacy, summarizing texts related to our Science units (Grade 5: Forces on Structures; Grade 6: Flight). Students not finished brought their summaries home to complete, and students who finished have brought their summaries (and the original text) home to share with parents. 



Today, students wrote an assessment on fractions/decimals/benchmarks/introduction to division (Grade 5) and fractions/decimals/percent (Grade 6). Students will receive feedback tomorrow about their recent math assessments. After the math test, students worked on their Science summaries — and some students continued to work on finishing the math test.



Today in Drama, we connected our TLCP (Teaching Learning Critical Pathway) about Point of View, “Perception is Reality” to Drama. Students participated with me in a read aloud called, The Composition”I modelled our current reading strategy (Questioning) and students jumped in with their own questions as well, which helped to deepen their understanding of the text. The text also requires students to make deep inferences about the point of view of children living in a dictatorship (we made the connection to an upcoming Grade 5  Social Studies unit on Government). We studied the people in the pictures in the text and discussed body language as being a key component to acting out a role in a drama work. In our follow-up Drama activity, we recreated a pivotal scene from the book and students played the part of……the class of students! (Except for Naomi — thank you for acting as the teacher!) Each person was asked to form their point of view as their character (a student in the class in the story) and share their point of view. Students had EXCELLENT, deep and often emotional responses. In a future activity, we will explore opposing points of view inside the head of another character in the book, using a drama activity/technique called, “Corridor of Voices“. Some students asked where the story, The Composition, takes place. I suggested as an extension activity  at home or at school, students could take the initiative to do some research, using clues from the text, to come up with a short list of countries that might be written about in the book.

We finished our day with DPA with Mr. Obermeyer.

While writing our Agendas, I reminded students that many students could be reading aloud for about 10 minutes as part of their nightly reading, in order to improve their oral fluency.

April2 2013 Agenda