This blog post is a work in progress – please check back later too
We began today with some focused independent reading. Some students are working on maintaining concentration and reading for longer periods of time (30 min.), some students are working on picking just-right books, others are working on practising reading strategies, and other students are reading while enjoying a free flow of strategies that come naturally.
We continued the writing projects that were started yesterday — all with a Remberance or respect theme.
Some of us conferenced with the teacher.
One trend that emerged:
most students can generate ideas, but are challenged to develop their ideas
Using feedback, some of us began developing our ideas more fully. Later, we generated an Anchor Chart as a whole class for us to post and refer to when the feedback we receive is: “You need to develop your ideas”.
One way to develop ideas is to include connections. If we include a personal connection in a letter to a veteran, we can show how we empathize with his experience, rather than simply state that we feel empathy. One student decided to research whether their country of heritage was affected by WWII, and discovered that it was! It was occupied by Germany during WWII and many citizens suffered. This connection is used to develop ideas in the final letter.
Another way to develop ideas is to do additional research and add additional information. If we include our new learning about a veteran’s unit during WWII in a letter to that veteran, we can show that the veteran inspired us to learn more. We can add our personal thoughts and opinions which can support our idea that we respect the veteran.
Another way to develop ideas is to give examples. We can say that the music at Rousseau’s Remembrance Day Assembly had a special message. If we include examples of the music and how it affected us personally, we can show that the music’s message had an impact and a purpose.
Researching Canadian Veteran Frank Taylor’s regiment: Royal Canadian Army Service Corps
Learning about German Occupation in Latvia
Isabel & Elise finished and recited their Remembrance Day poem:
Grade 6 students have compiled lists of Prime Numbers & their factors as well as Composite Numbers & their factors. Today they learned to express a Prime Number or Composite Number as a “product of it’s prime numbers”, using a Factor Tree as a strategy.
We looked at a real life example of a number sentence that has more than two factors:
Grade 5 students practised rounding to the tenths column. This has become important since the penny is no longer part of our Canadian currency (Thanks to our Instructional Coach, Mrs. Johnston for inspiring this idea!).
One trend that emerged:
most students can round, but are challenged to explain their thinking
We had a focused sharing time to look at the wording of a well-explained answer.
We have a homework question to practice. ALL STUDENTS WERE ASKED TO SHARE THEIR ANSWER/EXPLANATION WITH A PARENT, even if the question was completed in school.