Skip to main content

Blog Post 30

April 24 - 28

Learning Outcomes

Literacy

Search for further ideas and information from others, and from oral, print, and other media texts to extend understanding

 What Did Students Do?

Students were introduced to a new novel, Song For A Whale by Lynne Kelly.  We discussed puddle questions which are easily answered and don't require much thinking and ocean questions which require a deeper level of thought.  Students were then introduced to three different types of questions.  Quiz questions are questions which can be answered from the text.  These are often puddle questions and do not require a great deal of thought.  The answers are either right in the text or easily inferred from the text.  Wonder/thinking questions are questions which come after "I wonder...," or ask "Why do you think...? or How do you...?"  These questions require you to think beyond the text and make inferences based on information and events in the book and from personal experiences.  They are most often ocean questions and are not answered in the text itself.  The last category of questions is author questions.  These are questions we have about the author or for the author.  Students have worked on these questions this week as we have been reading, Song For A Whale.  We have gone through their questions as a class (anonymously) and have determined which questions fit well in each category and which questions needed to be changed to fit or moved to another category.  Next week students will be given a rubric for their questions and will come up with questions each day.  They will receive feedback on their questions each day and will then be able to tweak their questioning technique.  On Thursday, they will complete their summative assessment for questioning.  




Ask Your Child:

-What is a quiz question?

-What is a wonder/thinking question?

-What is Song For A Whale About?  

-Are you enjoying this book?  Why or why not?


Coming Up 

Monday, May 1st - Math Quiz on 2D & 3D Shapes

Friday, May 5th - PD Day

Monday, May 8-12  - Trickster Begins

Thursday, May 11th - Trickster Performances for parents 

                                   5:30 - 6:30 Sampson

                                    7:00 - 8:00 Seppala




Comments

Popular posts from this blog

Blog Post 24 February 27-March 3 Learning Outcomes English Language Arts: -I can write or represent meaning of text in different forms. -I can use grammatical structures, verb tenses, and conventions in my own writing, and apply a variety of strategies to assist with my spelling. What Did Students Do? We met together as a large group and read the first chapter of the book, The Hundred Dresses by Eleanor Estes.  We then discussed our task of creating a podcast based on our summaries of the chapters of the book.  Mrs. Sampson gave students an example of a podcast summary to show them what was expected of them.  She then played her sample podcast and students shared feedback on what was good and what could be done to improve the podcast.  "You should read more quickly at the beginning so it doesn't sound creepy."  That was definitely a favourite suggestion and the student wasn't wrong.  After all feedback was given and it was determined that Mrs. Sampson shoul...
Blog Post 26 March 13-17 Learning Outcomes Science - Electricity & Magnetism -Demonstrate that a continuous loop of conducting material is needed for an uninterrupted flow of current in a circuit.  -Distinguish electrical conductors—materials that allow electricity to flow through them— from insulators—materials that do not allow electricity to flow through them.    What Did  Students Do? Students are working towards creating burglar alarms by adding buzzers to their circuits.  They have been provided with many different materials and a problem.  They need to create an alarm that goes off when a door is opened.  Students have been working in groups to create their alarms.  This has been a tricky task for them as they all know how to create an alarm that goes off when a door is closed but being opened is a whole different thing.  We will complete this task in the coming week.  This is definitely building perseverance as we work throug...
October 31 - November 4 Blog Post 10 Learning Outcomes Describe and apply mental mathematic strategies to determine basic multiplication facts to 9 x 9 Demonstrate an understanding of multiplication (2 or 3 digit by 1 digit) to solve problems by: -using personal strategies for multiplication with and without concrete materials  -using arrays to represent multiplication -connecting concrete representations to symbolic representations What Did Students Do? Students represented multiplication in various ways using concrete materials.  They then recorded ways to represent multiplication in their journals.  Students were engaged in activities learning to multiply both single digits, as well a two or three digits by one digit.  Family Connections Ask your child to show you how to multiply one digit by two or three digits.   Ask your child to play a multiplication game with you to reinforce their multiplication skills. While driving in the car, try skip counting w...