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 



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


DAY 91 – Thurs., Feb. 11, 2016 – Writing Speeches, Area of Triangle, Area of a Parallelogram, Drama

Update: Scroll to the end to see today’s Math.  

Our blog has currently used all of its available megabytes, but with technology there is always a work around 🙂  Today’s math Photos appear from another platform called “Storify”.







Student council & class reps met today with Ms Fawcett, Mrs. Laws and Mr. Gris to discuss next week’s Food Drive. Student council will work on raising class awareness. Please note below that families are welcome to help Ancaster Community Services to distribute flyers on Saturday.

Did you know that for every $1 raised, Ancaster Community Food services and their partners can purchase $4 of food?

As a result, We will be collecting non-perishable food items as well as donation cheques from families this year.




DAY 90 – Feb. 10, 2016 – Speech Writing,


Literacy – Reading, Writing Speeches

After independent reading practice, we worked on our speeches. Students are at various points in the writing process. All timelines, rubric, and checklists for revising and for editing are in student binders. Students need to use the provided resources independently in order to publish their  final speech.


Love how lots of students like to work while standing. Ms Fawcett has had a standing desk in the classroom for five years! Standing can feel really good 🙂


MATH – Area of Triangle





Consider this question — Carson constructs a triangle with an area of 12 cm2 and Greg creates a triangle with an area of 36 cm2. The base of each triangle is 4 cm. How high is Carson’s triangle? How high is Greg’s triangle?



We have a tradition of creating a page for each other on birthdays….same as every year in @FawcettsClass 🙂 Love seeing how students express themselves through art & words.



DAY 89 – Tues., Feb. 9, 2016 – Speeches, Writing, Music – Dust in the Wind, Area of Parallelogram

LITERACY – Speech Writing

All students worked on their rough draft Google docs. Most students have put their point form into sentences. Other students have rough drafts finished, and others still are working on revising, and then editing.

We had a mini-lesson about how to write a speech that is engaging for people to listen to. Any thing an audience reads or listens to needs to be so well written that the audience can use Comprehension Strategies (below). When people hear our speeches, they need to see pictures of what we are describing, think about familiar experience is her information, ask themselves questions in their mind about the topic as we go along, make inferences by putting together bits of information we share, predict, decide what the main points are that they should remember, and have an emotional response to what we say (feel empathy toward someone, feel anger indignation regarding an injustice, if you’re curious about something new and unfamiliar, etc.). This is how we know that reading skills are connected to writing – if we do these reading comprehension strategies as we read, we are aware of the types of ideas and organization of ideas that result in people thinking in their heads while they listen to our speech (or read our writing).

Again, here is the revising checklist and the editing checklist we are using for our speeches. They’re in students’ binders.

We had a mini lesson about organizing a speech into separate paragraphs and organizing an individual paragraph. This is a review from earlier in the year, as well as writing notes lessons from grade 5, great 4, and probably grade 3 as well (to an extent). 

Our rubric. Students asked why details are not included for level two and level one – the simple answer is that I don’t want them to achieve level two or level one 🙂

MATH – Area of Parallelogram

Here are examples of Level 4 thinking & communication in math. After two days of alternating groups, all students should now be finished pg. 153-153, questions #1-8. Any unfinished work is homework.

We discovered the firmula for area of a parallelogram by looking at rectangles/area of a rectangle and realizing that every parallelogram can be cut/rearranged/pasted back together to make a rectangle with the exact same area.

How can we use what we know about the area of a rectangle to figure out the formula for the area of a triangle???? Id love for students to think about this at home independently, and comment in the comment section below.