a) read a variety of texts - poetry (In Flanders Field), lyrics (A Pittance of Time)
b) identified the purpose of reading the texts
c) used comprehension strategies (activate prior knowledge - what do you know of Remembrance Day, use visualization to clarify details - In Flanders Field
d) extend understanding of texts by connecting ideas to their own knowledge, experience and insights, to other familiar texts, and to the world around them.
e) identify the topic, purpose, and audience for a type of writing form (postcard to veterans).
f) produced a media text (poster that explains what Remembrance Day is)
During our guided reading session, many children asked interesting questions and we as a small group discusses our thoughts and opinions based on what we read. For example, "Did women fight in the war?", "Why did the war happen?", or "Who were the countries that were fighting in the war?". I have to admit, at times, I just didn't have the answers. I encouraged the children to look into these things at home. When time permits, I often allow them to search on the Internet to allow them to inquire further into what they are wondering...
Here are some pictures of the activities that they worked on:
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| Letter to Veterans |
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| Poster for Remembrance Day assembly |
We will be having a math test on Monday, November 11th. They have been notified of this since Wednesday and I have handed out a study sheet for them to help them prepare for the test. I have included the same information below:
Number Sense and Numeration
Monday, November 11, 2013
a) Sketch the numbers given in blocks
b)
Write in numbers and words in both standard and
expanded form:
Standard in numbers: 1133
Standard in words: one thousand one
hundred and thirty three
Expanded form in numbers: 1000+100+30+3
Expanded form in words: 1 thousands + 1
hundreds+ 3 tens +3 ones
c) Rounding
numbers given to the nearest thousands,
hundreds, tens, and ones
1133
Thousands = 1000
Hundreds = 1100
Tens = 1130
Ones = 113
d) Compare
Numbers given: 1133>1103
e) Order
numbers from the greatest to the least, or the least to the greatest.
f) Create
the greatest number and least number possible with digits given.
1,9,4,8
= greatest number would be 9841 (this is the greatest because in the
thousands column the number 9 is the greatest, in the hundreds column, the 8 is
the next biggest number etc.)
=
least number would be 1489 (this is the least because in the thousands column,
the number 1 is the smallest number in the digits given, then the 4 in the
hundreds column etc.)
Please note that your child received a blue form/slip indicating the date and time for your parent interviews this afternoon. Unfortunately I was not able to accommodate all requested time. The time and date was based on first come first serve when your child brought their forms back to school. If you are unable to attend the date and time given, please contact me either through phone or a note in an agenda and we can arrange another time or a telephone interview. Thank you for your understanding!
Have a wonderful weekend!
Mrs. Sauder
