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

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(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).

 TEXT FEATURES:

  • 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.

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

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

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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!)

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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:

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Previous learning:

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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.

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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.

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MATH

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

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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

 

LEADERSHIP

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!!!

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Here is a glimpse of our teamwork process:

Day 62 – Dec. 3, 2015 – Biodoversity, Royal Botanical Gardens, Reading/Summary

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

SCIENCE

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:

  • By accident
  • 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

  • Rusty crayfish
  • Emerald ash borer (kills ash trees)
  • Common reed
  • Goldfish
  • Dog strangling vine
  • Sea lamprey
  • Zebra mussels
  • Purple loose strife
  • Garlic mustard
  • 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.
  

DAY 29 – Oct 14, 2014 – Reading/Inferring/Predicting, Summaries; Transforming Learning Everywhere (TLE)

LOCKDOWN
Today, we had our first lockdown drill of the year. Since 5/6F students were in the Gym with Miss Rankin, steps needed to be taken to ensure safety – students can discuss with their parents what the routine is during lockdown while in the gym.

LITERACY – Reading/Re-Aloud/Inferring & Predicting
In Stargirl, the author suggests that students are now going to imitate Stargirl. Gathering evidence from the text, these are our inferences of how students will imitate Stargirl:

I think that the cheerleaders are going to be more active, like Stargirl – Dia

I think that everyone in Mica high school will start getting more involved like Stargirl – Iris

I think that people will start bringing in their own pets to school just like Stargirl and start setting their own little homes up on their desks – Elise

I think that people will start trying to have their own style of dress like Stargirl – Isabel

When I heard this, I thought it was more of a metaphor — meaning that the people would start being more of a nonconformist – Carson

Everyone will learn how to play the ukulele – Stephanie

(Our inferences/predictions were all confirmed!)

By treating Stargirl well and recognizing her for her accomplishments, Leo (the narrator) suggests that the students have also given something to themselves. We made inferences about what the students have given themselves by recognizing Stargirl:
(Nearly everyone had their hand up to share!)

When they were [acting like ] friends with Stargirl, then they have pride to go to clubs and go to football games – Ryan

They’re giving themselves the courage to go to games and going to see Stargirl compete and cheer her on – Ava

I think being nice to Stargirl made it easier for them to do what they wanted to do. It gives them more confidence by being around Stargirl and seeing how she’s able to do it [be herself] without feeling bad or being criticized – Matt

The students maybe try now to do the stuff that they don’t normally didn’t do. – Caleb

I think what they’re getting themselves is also a bit of danger now and taking a risk. We haven’t heard anything about how Hillari’s responding to this. She may be getting mad and she may not be any aiming her anger anymore at just Stargirl – Elise

They were always scared of what Hillari thought. They weren’t doing what they wanted to be doing. So now they’re forgetting about Hillari and doing what they want. – Dea

They’re showing more spirit. Spirit in themselves, spirit toward Stargirl, spirit in the school – Iris

PHYS ED
After our lockdown drill, we had gym instead with 6R. Ms Fawcett & Miss Rankin took us out for a variety of games

LITERACY/Social Studies
We recalled our previous work writing summaries of non-fiction texts. We can use text features such as titles, subtitles and topic sentences to determine the main ideas of each section of a text. We can add supporting details by choosing the most important ideas in each paragraph/section. Here is an example of the previous Grade 5 practice summary:

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We worked with a variety of paper or digital tools to create summaries today (Social Studies articles in Nelson Literacy according to our grade/topic):

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Several students used paragraphs in their summaries to match the sub-sections in their particular article:

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DRA
Students are beginning the process of communicating their reading skills through DRA. This diagnostic reading tool has been used in classrooms since the beginning of students’ time at Rousseau. Results will be communicated and students will set goals, which they will celebrate reaching as the year progresses 🙂

 

TRANSFORMING LEARNING EVERYWHERE (TLE) – HWDSB Initiative

Please check out the HWDSB “Transforming Learning Everywhere” initiative
TLE Taking Flight Open House will take place on October 29, 2014 at the Education Center between 10:00 a.m. and noon.
More information is posted at http://www.hwdsb.on.ca
Featuring keynote speaker Dean Shareski from Discovery Education Canada.
See the impact of TLE through Student demonstrations.

Oct. 28/2013 – Math (multiplication)

Literacy/Science:

We started in the lab today working on Science/Literacy. We are using Google docs to write summaries of texts about renewable and non-renewable energy. Google docs allow us to collaborate with others: I am able to read students work online and write feedback online. Feedback online is very cool — it allows students to see what steps they need to take to bump up their work as soon as they log back in the next time — and it also allows them to respond to my feedback. We can also eventually add screenshots (pictures) of our work to the electronic portfolios that we will keep online when students begin their own personal blogs.

Back in the classroom, we read our Global Read Aloud, “Out Of My Mind”. We ended the day with French, DPA, and Art!

Math: