Blog Entry - May 30th

Blog Entry –May30^th

LANGUAGE

Students have been working on making an advertisement to sell their Literature Circle Book. They have had 4 periods this week and will get 3 more next week to complete their work. The students will present their Advertisement Thursday June 5^th.  Some students have chosen to use technology to help create their advertisement. A reminder that if a student brings in their own technology they are responsible for it, and it must only be used for school purpose and be locked in their locker or my desk for the remainder of the day.

Creating a Media Text – to advertise your book

Curriculum Connection

3.2 identify an appropriate form to suit the specific purpose and audience for a media text they plan to create (e.g., a poster advertising a school science fair; a flyer to encourage students to participate in the fair)

3.4 produce media texts for specific purposes and audiences, using a few simple media forms and appropriate conventions and techniques

Instructions

You are trying to sell your Literature Circle Book.

- choose an appropriate form that reflects your audience

- you will be presenting your advertisement

- need to create a script of what you are going to say

Must Include:

- discuss create an advertisement that reflects the age group of the audience reading your book

- what techniques/conventions did you use to help promote/sell your book?

- why would someone want to read your book?

- what lessons/themes are they taught?

Types of Advertisement/Media (examples)

- newspaper article

- commercial

- trailer

- flyer

- pretend interview with the author

- website

- poster

- magazine

MATH

         Students spent this past week …

- solving money word problems.

- adding and subtracting money amounts (up to 100 for Grade 4 and 1000 for Grade 5)

- calculating a budget using a given allowance, birthday money, and savings

- budgeting what to buy for groceries for a family of 3 for 3 days using $ 80.00 and items from a Longos flyer

Next Week students will be spending some time looking at -  Geometry and Spatial Sense.

Grade 4 Curriculum

- draw the lines of symmetry of two- dimensional shapes, through investigation using a variety of tools (e.g., Mira, grid paper) and strategies (e.g., paper folding) (Sample problem: Use paper folding to compare the symmetry of a rectangle with the symmetry of a square.);

– identify and compare different types of quadrilaterals (i.e., rectangle, square, trapezoid, parallelogram, rhombus) and sort and classify them by their geometric properties (e.g., sides of equal length; parallel sides; symmetry; number of right angles);

– identify benchmark angles (i.e., straight angle, right angle, half a right angle), using a reference tool (e.g., paper and fasteners, pattern blocks, straws), and compare other angles to these benchmarks (e.g., “The angle the door makes with the wall is smaller than a right angle but greater than half a right angle.”) (Sample problem: Use paper folding to create benchmarks for a straight angle, a right angle, and half a right angle, and use these benchmarks to describe angles found in pattern blocks.);

– relate the names of the benchmark angles to their measures in degrees (e.g., a right angle is 90o);

– identify and describe the general location of an object using a grid system (e.g., “The library is located at A3 on the map.”);

- identify, perform, and describe reflections using a variety of tools (e.g., Mira, dot paper, technology);

– create and analyse symmetrical designs by reflecting a shape, or shapes, using a variety of tools (e.g., pattern blocks, Mira, geoboard, drawings), and identify the congruent shapes in the designs.

Grade 5 Curriculum

– distinguish among polygons, regular polygons, and other two-dimensional shapes;

– identify and classify acute, right, obtuse, and straight angles;

– measure and construct angles up to 90o, using a protractor;

– identify triangles (i.e., acute, right, obtuse, scalene, isosceles, equilateral), and classify them according to angle and side properties;

– construct triangles, using a variety of tools (e.g., protractor, compass), given acute or right angles and side measurements (Sample problem: Use a protractor, ruler, and pencil to construct a scalene triangle with a 30° angle and a side measuring 12 cm.).

– locate an object using the cardinal directions (i.e., north, south, east, west) and a coordinate system (e.g., “If I walk 5 steps north and 3 steps east, I will arrive at the apple tree.”);

– compare grid systems commonly used on maps (i.e., the use of numbers and letters to identify an area; the use of a coordinate system based on the cardinal directions to describe a specific location);

– identify, perform, and describe translations, using a variety of tools (e.g., geoboard, dot paper)

– create and analyse designs by translating and/or reflecting a shape, or shapes, using a variety of tools (e.g., geoboard, grid paper, computer program) (Sample problem: Identify translations and/or reflections that map congruent shapes onto each other in a given design.).

A reminder, Math Help is every Wednesday and Friday and is open to all students in my Grade 4 and Grade 5 class. As well after any quiz if a student would like a re-quiz they should be coming to math help and asking for help in order to do the re-quiz.

Reminders

Friday Folders need to be handed back in on Mondays. Some students have not returned their Friday Folders in a long time. 

Week of May 20th

Blog Entry –May20^th

Information for Parents on Dream Box

http://www.dreambox.com/parent-video

   

  

Students will be coming home with a note about Dreambox this week that has the link to where they can access the class site. They can access the site from a computer at home or download the free app and use the program on an Ipad. 

   

LANGUAGE

READING

        

         Students have been getting weekly feedback on their Literature Circle Work. This Friday in their Friday Folders they will get a sheet that has all feedback from the four weeks.

MATH

Students have been using their problem solving skills and knowledge of fractions to determine the probability of certain outcomes in a variety of probability experiments. We will be finishing up our probability unit this week. The quiz will be on Friday, students will receive their review on Wednesday. 

Grade 4 Probability

- predict the frequency of an outcome in a simple probability experiment, explaining their reasoning; conduct the experiment; and compare the result with the prediction (Sample problem: If you toss a pair of number cubes 20 times and calculate the sum for each toss, how many times would 75 you expect to get 12? 7? 1?

- determine, through investigation, how the number of repetitions of a probability experiment can affect the conclusions drawn (Sample problem: Each student in the class tosses a coin 10 times and records how many times tails comes up. Combine the individual student results to determine a class result, and then compare the individual student results and the class result.).

Grade 5 Probability

– determine and represent all the possible outcomes in a simple probability experiment (e.g., when tossing a coin, the possible outcomes are heads and tails; when rolling a number cube, the possible outcomes are 1, 2, 3, 4, 5, and 6), using systematic lists and area models (e.g., a rectangle is divided into two equal areas to represent the out- comes of a coin toss experiment);

        

- represent, using a common fraction, the probability that an event will occur in simple games and probability experiments (e.g., “My spinner has four equal sections and one of those sections is coloured red. The probability that I will land on red is 14 .”);

– pose and solve simple probability problems, and solve them by conducting probability experiments and selecting appropriate methods of recording the results (e.g., tally chart, line plot, bar graph)

E-Text pages

Grade 5 pages p. 378 - 399

Grade 4 pages p. 398 - 419

A reminder, Math Help is every Wednesday and Friday and is open to all students in my Grade 4 and Grade 5 class. As well after any quiz if a student would like a re-quiz they should be coming to math help and asking for help in order to do the re-quiz.

Reminders

Friday Folders need to be handed back in on Mondays. Some students have not returned their Friday Folders in a long time. 

Blog Entry May 11th

Blog Entry –May 11^th

What an exciting week! I was very impressed with how respectful and responsible the students were during our assembles, special guest speakers, Right to Play Day, Family Night, and the rest of our Opening Celebration events. Many students displayed leadership skills on our RTP Day taking care of their younger group members and ensuring everyone got a chance to participate in the game. Great work 4-1 FI and 5-1 FI!

We also had the opportunity to be a part of a Guinness World Record. As a class we read “I Can BELIEVE in Myself” and blogged our opinions about the book. Here is the link stating that we achieved the record!

http://us3.campaign-archive1.com/?u=3c585adfd37de3cb6720c2f00&id=458a71df8a&e=1da0f6deff

LANGUAGE         

WRITING

         We are continuing to work on our descriptive writing unit. Students did a great job revising their own poems once hearing their peers’ descriptive writing in their “I am from” poems oral presentations.

READING

        

         The students are doing a great job having discussions about their literature books.. A reminder that students need to complete their weekly tasks in order to fully participate in their group discussions.

* Reminder of Literature Circle Tasks *

To be completed individually before each Wednesday for Grade 4’s and before each Thursday for Grade 5’s:

-       Read assigned chapters

-       Complete your role worksheet (e.g. questioner, connector, etc)

-       Write a summary of the assigned chapters

-       Complete your word detective sheet

MATH

We have started our probability and money unit. Students are using their prior knowledge of fractions to help determine possible outcomes in probability experiments.

Grade 4 Probability and Money

- predict the frequency of an outcome in a simple probability experiment, explaining their reasoning; conduct the experiment; and compare the result with the prediction (Sample problem: If you toss a pair of number cubes 20 times and calculate the sum for each toss, how many times would 75 you expect to get 12? 7? 1?

- read and represent money amounts to $100 (e.g., five dollars, two quarters, one nickel, and four cents is $5.59);

- add and subtract money amounts by making simulated purchases and providing change for amounts up to $100, using a variety of tools (e.g., currency manipulatives, drawings);

- determine, through investigation, how the number of repetitions of a probability experiment can affect the conclusions drawn (Sample problem: Each student in the class tosses a coin 10 times and records how many times tails comes up. Combine the individual student results to determine a class result, and then compare the individual student results and the class result.).

Grade 5 Probability and Money

– read and write money amounts to $1000 (e.g., $455.35 is 455 dollars and 35 cents, or four hundred fifty-five dollars and thirty-five cents);

– determine and represent all the possible outcomes in a simple probability experiment (e.g., when tossing a coin, the possible outcomes are heads and tails; when rolling a number cube, the possible outcomes are 1, 2, 3, 4, 5, and 6), using systematic lists and area models (e.g., a rectangle is divided into two equal areas to represent the out- comes of a coin toss experiment);

        

-  add and subtract decimal numbers to hundredths, including money amounts, using concrete materials, estimation, and algorithms (e.g., use 10 x 10 grids to add 2.45 and 3.25);

- represent, using a common fraction, the probability that an event will occur in simple games and probability experiments (e.g., “My spinner has four equal sections and one of those sections is coloured red. The probability that I will land on red

is 14 .”);

– demonstrate an understanding of simple multiplicative relationships involving whole-number rates, through investigation using concrete materials and drawings (Sample problem: If 2 books cost $6, how would you calculate the cost of 8 books?)

– pose and solve simple probability problems, and solve them by conducting probability experiments and selecting appropriate methods of recording the results (e.g., tally chart, line plot, bar graph)

E-Text pages

Grade 5 pages p. 378 - 399

Grade 4 pages p. 398 - 419

A reminder, Math Help is every Wednesday and Friday and is open to all students in my Grade 4 and Grade 5 class. As well after any quiz if a student would like a re-quiz they should be coming to math help and asking for help in order to do the re-quiz.

Reminders

Friday Folders need to be handed back in on Mondays. Some students have not returned their Friday Folders in a long time. 

Blog Entry –April 30th Update

 

 Opening Week is Coming!!!

There are many exciting events coming up at Irma Coulson Public School!!!

On Tuesday May 6^th it is Coulson Family Night! Come to the school between 6pm – 8pm. There will be a BBQ set up to get food, games and activities being played outside, Spirit Wear being sold, a book fair in the library and you will have the time to see all of the wonderful poems the students have made to represent themselves (I am From…). It is a great opportunity for families to share stories and enjoy reading student work.

Each student created their own “I Am From…” poem and then took their favourite line and we created our own class poem.

I Am From 4-1 FI

I am from that warm cheesy sizzling pizza fresh out of the oven with soft and fluffy mushrooms and a pinch of hot pepper.

I am from every day when I come to school and I see the little pond near my house.

I am from the loud voice that yells “Karma saaf qaro ab!”

I am from eating orange sweet mashed potatoes and the juiciest meat at Christmas when I spend time with family.

I am from playing soccer all day every day.

I am from the awesome hockey in my head because my dad is always talking about it.

I am from “Do you have any homework?”

I am from getting dizzy and lost in my flips at gymnastics.

I am from “Get up here and clean your room right now!”

I am from mangoes sweet and juicy picked out of a tree.

I am from my computer and ipad that are in the basement that I play with a lot.

I am from the hot cheesy lasagna fresh from the oven.

I am from strawberry shortcake out of the freezer, with frozen icing.

I am from sitting on the couch, eating chips and watching my tablet.

I am from the fun and laughter saying Riba, Butterflyman and Cheropi!

I am from “Fait ton chambre maintenant Josef!”

I am from a cheese pasta with red sauce.

I am from a fluffy soft comfy pink warm cozy wool blanket.

I am from my dog barking every single day non-stop, he is so annoying.

I am from the chocolate glaze on a fresh straight out of the oven chocolate cake!

I am from a room that is faded lime green.

I am from cold pink strawberry ice cream with four scoops.

I am from scootering fast up a high ramp.

I am from a cruise to the Bahamas.

I Am From 5-1 FI

I am from sizzling pasta with melted cheese on top right from the oven.

I am from under my bed where there are boxes that make a secret hiding passage.

I am from routlatin on Christmas in memory of my Grandma who died from cancer.

I am from the pencil gently sliding across my paper flowing lines, here and there, beginning a sketch.

I am from sushi bought straight from the supermarkets fresh scent of the avocado, next to the vibrant orange colour of the skinny pieces of carrot, neighbouring the lobster, with the pink shade getting lighter and lighter, all wrapped with grains of rice, all glued together, wrapped around the seaweed.

I am from the delicious tender steak sizzling on the grill.

I am from bulunius blynius sizzling like a crackling fire, with added bacon bits and it looked just as great as the Mona Lisa, I ate it like bread and it felt like I could hold it forever, it smelled like a field of roses and tasted as good as it gets and beyond.

I am from digital devices shining bright side to side every night.

I am from juicy succulent chocolate covered and caramel filled candy apples.

I am from cheesy stringy sizzling pizza from the dirty but mouthwatering pizza store.

I am from seeing the same houses and cheerful kids playing.

I am from dark moist mouthwatering brownies fresh out of the oven that melts in your mouth the moment you take a bite, unleashing the heavenly flavours of rich chocolate and a hint of vanilla, which makes your taste buds tingle in delight.

I am from a place where my friends always say “When in doubt yolo it out.”

I am from a warm and soft pie with some refreshing cool ice-cream slowly melting on top fresh from the oven.

I am from harsh rules enforced by my parents.

I am from my 100 1950-2003 hockey cards.

I am from Christmas trees glowing, lights shining, and the decorations standing proudly in the middle of my dining room table.

I am from cheeseburgers straight from the bbq, with tomatoey ketchup and a tiny bit of delicious mayo on the bun.

I am from seeing lots of kids around the block.

I am from Fort Lauderdale where I can cruise year round.

I am from sweet cinnamon candy called hot tambels.

I am from scrumptious divine swirling Nutella with chocolate creamy hazelnut mixed with it and nutritious strawberries dipped in.

I am from my mom’s creamy rich chocolate mouse, which she recreates every Christmas eve when my entire family comes over.

I am from a place where I will never let go of my golden snitch that shines so bright I can see my reflection in it.

I am from New York City and the glowing lights at night.

I am from the calm pond where ducks swim in circles.

I am from a world of clicking buttons on the computer writing me a poem or a story to take me to bed.

LANGUAGE         

READING

        

         The students are working hard to complete their readings and weekly literature circles tasks. There has been some great discussion about their books in their groups last week and this week. Students are really showing their collaboration skills by sharing their ideas, and reflecting on their group members’ thoughts. Students are given class time to work on their literature circle tasks but they are also expected to read their chapters and work on their tasks at home as well to ensure they are completing their work on time.

* Reminder of Literature Circle Tasks *

To be completed individually before each Wednesday for Grade 4’s and before each Thursday for Grade 5’s:

-       Read assigned chapters

-       Complete your role worksheet (e.g. questioner, connector, etc)

-       Write a summary of the assigned chapters

-       Complete your word detective sheet

MATH

         We are finishing up our Fraction unit. Students were given a review today and it will be taken up tomorrow to ensure students feel confident for the Quiz on Friday.

The OERB website is also a great tool for students to use to study.

Computer Task:  Fraction Activities!!!

Step 1: Search in Google OERB

Step 2: Click on the Ontario Education Resource Bank

Step 3: Log in using our username and password

Step 4: Click on the search button (near the computer image)

Step 5: Click Simple Search

Step 6: Type in:

1. Fractions – Exploring Part/Whole Relationships (fraction strips) – good review

2. Fractions – Memory Match Game

- Click Equivalent Fractions (then you choose how you would like your fractions represented)

- Start Matching!

3. EPractice Fractions – Entire Cluster of All Activities

E-Text pages

Grade 5 pages 256 – 305

Grade 4 pages 270 - 317

A reminder, Math Help is every Wednesday and Friday and is open to all students in my Grade 4 and Grade 5 class. As well after any quiz if a student would like a re-quiz they should be coming to math help and asking for help in order to do the re-quiz.

Reminders

Friday Folders need to be handed back in on Mondays. Some students have not returned their Friday Folders in a long time.