Announcements
- Gym is tomorrow
- Bake sale tomorrow
- Spelling test Friday
- Field trip forms & money due Monday
Inquiry into Language
Now that DRA's are done, students know what level the are reading at. They are required to pick a chapter book at their reading level from our class library. When they have silent reading time in class, they will be reading this book. This book can also come home and students can read it as part of their reading log.
After silent reading, we read Chapter 7 of Little House in the Big Woods. As a class, we created a summary for this chapter using the sentence starters "In the beginning, next, then, after that and in the end. The summary work sheets students will be required to complete for every chapter are very similar to the layout of their DRA summary components. This is great practice for students to build their summarizing skills. First we had to discuss what happened in this chapter. I jotted this information down on the board so that we can refer to this when writing our summary. Then, using these notes, we put our ideas into full sentences using the sentence starters provided. Students copied this into their novel study duotang so that they have a reference for what is expected of them when they write a summary on their own.
Unit of Inquiry
During this class, we looked at a couple of maps that showed which areas of Canada were densely populated by Indigenous Peoples and European Settlers. We looked at a map from the 1600s, 1700s and 1800s and discussed the change that we saw happen. We noticed that over the years, the Indigenous population moved west across Canada, and that there were a lot more Indigenous tribes that existed as the years went on. In addition to this, we discussed where trade posts were created, and what factors influenced the development of trade posts in these areas.
GLOW ZONE!
Today we went to Glow Zone and it was so much fun! The students got to play one game of Laser Tag and one round of mini-putt. They had so much fun during Laser Tag, where there were two teams: red & blue. The blue team won!!!! I loved seeing how determined the students were to putt the ball in the whole.
Agenda
- Read for 25 minutes
- Spelling Lesson 4
- Cursive pg. 16-19
- Spelling test Friday
- Bake sale tomorrow
- Spelling test Friday
- Field trip forms & money due Monday
Inquiry into Language
Now that DRA's are done, students know what level the are reading at. They are required to pick a chapter book at their reading level from our class library. When they have silent reading time in class, they will be reading this book. This book can also come home and students can read it as part of their reading log.
Unit of Inquiry
During this class, we looked at a couple of maps that showed which areas of Canada were densely populated by Indigenous Peoples and European Settlers. We looked at a map from the 1600s, 1700s and 1800s and discussed the change that we saw happen. We noticed that over the years, the Indigenous population moved west across Canada, and that there were a lot more Indigenous tribes that existed as the years went on. In addition to this, we discussed where trade posts were created, and what factors influenced the development of trade posts in these areas.
GLOW ZONE!
Today we went to Glow Zone and it was so much fun! The students got to play one game of Laser Tag and one round of mini-putt. They had so much fun during Laser Tag, where there were two teams: red & blue. The blue team won!!!! I loved seeing how determined the students were to putt the ball in the whole.
- Read for 25 minutes
- Spelling Lesson 4
- Cursive pg. 16-19
- Spelling test Friday
No comments:
Post a Comment