(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).
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.
TODAY, we moved to a different part of the page, identifying text features and
Next, we moved on to independent summary work.
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!)
Good luck to the grade 5/6 girls volleyball team today! Thanks to Mr. Peters for making it happen
LITERACY/SCIENCE – Reading, Writing, Biodiversity
The last two days and literacy were focused around a continuation of our summary about invasive species at the RPG, the word study activity where students from strong words, figurative language, and transitional words and phrases in the same article. Then they moved on to finding transitional words and phrases in one of the students biographies – which we are using as a mentor text.
Students who were not finished their summary finished today, moved onto the other activities. Those who were finished all three, moved on to self reflection and peer feedback – making any corrections as necessary and having deep conversations about the nature of language and how we can improve our own writing. DPA
We built our background knowledge of a global biodiversity issue, viewing and discussing part of a documentary about Hudsons Bay Polar Bears
We then welcomed Ms Karin Davidson-Taylor, education officer from the Royal Botannical Gardens.
We viewed a variety of beans and discussed biodiversity, the importance of biodiversity, and the interdependence of species on one another.
Here are some cacao seeds — from a seed pod. The cacao plant is pollinated by a midge (tiny, tiny fly that lives in the leaf litter around the base of the plant. Cacao is the source used to make cocoa and chocolate.
Living things either Move, Adapt, or Die. The ecosystem must have biodiversity to be stable. As the environment changes, life will only continue of there is a diverse number of animals and plants: some will be able to adapt, and life will continue. If there are fewer species, there’s a smaller chance that enough will be there to adapt to the changing environment.
We viewed “cards” showing different species— both native and non-native species. We tried to sort them into native species – “from here” – and non-native species – “from there”.
Non-native species are brought:
On purpose – for ornamental purposes
Non-native Species can create issues:
Compete for resources
Kills other species (eg gypsy moth)
Purple loose strife
Common Reed (competes with native bulrushes in wetlands
EXAMPLES OF NON-NATIVE SPECIES
Emerald ash borer (kills ash trees)
Dog strangling vine
Purple loose strife
Asian beetle (13 spotted “ladybug” brought in to kill aphids)
Emerald ash borer
You can’t always solve an invasive species issue by introducing a second invasive species.
This is a Red eared slider — from the United States (non-native species). People purchase these as pets and release these aquatic turtles when they realize they can’t take care of them. Red eared sliders should not be in our wetlands — that is not its proper habitat for its health.
All students have gotten into a routine of recording their daily reminders in some way – either in an agenda or other paper calendar or using a calendar or notes app on their personal device. Our daily lists on the blog (e.g. below )include everything that could be on a student’s daily reminders – but students will only write down the parts that apply to them personally.
Today we are “showing our stuff” with our ability to draw conclusions about the texts we read. Following our viewing if the ballet documentary “First Position”, I’m excited to notice whether students will draw a connection between the documentary and today’s text about famous Hamilton ballet dancer, Frank Augustyn.
Highlighting evidence from the text for their answers
Beginning to answer the question by using words and phrases from the question.
Making sure to use evidence from the text to support his answer
Students on devices can refer to the Anchor Chart with Success Criteria for open response questions on our class blog.
We looked for patterns on the “clock”
We can say the pattern in a different way. Started zero and increase by five each time: five, 10, 15, 20, 25, 30, 35, 40, 45, 50, 55, 60
Another way of saying it is to take the inside number and multiply by five and you will get the outside number 1×5 is 52×5 is 10 3×5 is 15 and so on….
We notice that minutes (green) are grouped into groups of five
We noticed that hours are grouped into two groups of 12:
– 12:00 a.m. to 11:59 a.m.
– 12:00 p.m. to 11:59 p.m.
The second group/circle of 12 hours is layered on top of the first set of 12 hours
ART AUCTION – Fun Fair
A riot of colour awaits you t this year’s auction!