Happy listening!

https://www.youtube.com/watch?v=HCIrcnQKYf4

YouTube

This is My Wish by Christie Marshall

Happy listening!

https://www.youtube.com/watch?v=HCIrcnQKYf4

YouTube

This is My Wish by Christie Marshall

We also started a clay project with a professional artist named Donna. She showed us some clay creations and explained how clay is porous, which means it soaks up water like a sponge. When we make our own clay pieces we will paint them with glaze and the clay will soak it up! We are going to make texture paintings using clay and glaze of wild animals to connect to our study of habitats and communities in Science. We planned our pieces on paper during this session and cut out pieces like a sewing pattern, except we won't be sewing! Next time we will trace the paper pattern onto our clay and cut our pieces to make our animals. We will paint the clay with glaze (special clay paint) the next day. Donna will take the art to fire (heat up) in the kiln and the glaze will become shiny like glass!

Choice time was fun and amazing. We didn't have choice time last week because we saved up an hour of choice time to use today! We played inside and outside and had a great time with our friends! Looking forward to more fun and learning next week!

Below is the Math Plan for 2017 -18 for Team 15. I haven't posted until now as I typically like to teach for about a month to determine the needs of the class before finalizing the year plan. Families are invited to take a look and contact me with any questions. I'd be happy to address any concerns over the phone or by meeting in person.

* Represent, describe, and order numbers (working toward 10
000 for Grade 4 and 1 000 000 for Grade 5)

* Measure length, width, and height in mm., cm., and m. and
explain which to select

* Solve problems involving perimeter of rectangles

* Identify and sort quadrilaterals according to their
attributes (rectangle, square, trapezoid, parallelogram, rhombus)

* First hand versus second hand data (statistics)

* Add & subtract up to 10 000 (standard algorithm,
expanded form, jump on number line, friendly numbers)

* Estimate sums & differences

* Repeated doubling strategy

* Connect personal strategies

* Represent, describe, and order numbers

* Fraction review: situations in which a fraction is a whole
divided into equal parts

* Balancing single step equations (missing number)

* Explore area of regular and irregular 2-D shapes understand
that area is measured in square units

* Identify and sort quadrilaterals according to their
attributes (rectangle, square, trapezoid, parallelogram, rhombus)

* Probability (ratios) vocab: impossible, possible, certain,
less likely, equally likely, more likely

* Add & subtract up to 10 000

* Estimate sums & differences

* Double and add one group

* Connect personal strategies

* Represent, describe, and order numbers

* Fraction review: compare fractions with like denominators
within one whole (e.g. pie, bar, array)

* Write equations and use symbol for unknown number

* Explore area of regular and irregular 2-D shapes understand
that area is measured in square units

* Describe and provide examples of edges and faces of 3-D
objects and 2-D shapes (parallel, intersecting, perpendicular, vertical, and
horizontal)

* Add & subtract up to 10 000

* Front end rounding

* Repeated doubling

* Connect personal strategies

* Represent, describe, and order numbers

* Fractions: name, record, and order for parts of whole

* Multiplication arrays and other representations

(both single digits - connect to area)

* Continue pattern found in table or chart with concrete
materials

* Solve equation problems with symbols or letters
representing unknown number

* Solve problems involving perimeter and area of rectangles
given perimeter, area, or both

* Review add & subtract

* Front end rounding

* Doubling and halving strategy

* Multiply: property of 0 and 1

* Connect personal strategies

* Represent, describe, and order numbers

* Fractions: name, record, and order for parts of set

* Multiplication arrays and other representations

(single by double digits)

* Multiply and divide 1 by 2 digits (standard algorithm and
estimation)

* Patterns in tables and charts

* Solve equation problems with single unknowns

* Solve problems involving perimeter and area of rectangles
given perimeter, area, or both

* Review add & subtract

* Compensation estimation

* Skip counting from known fact

* Connect personal strategies

* Represent, describe, and order numbers

* Fractions: different wholes and different quantities (same
recorded fraction)

* Multiply and divide 1 by 3 digits (standard algorithm and
estimation)

* Patterns in multiplication charts

* Solve problems involving volume and constructing
rectangular prisms

* Line symmetry and transformations of 2-D shapes; perform,
draw, and describe (translation, rotation, reflection)

* Review add & subtract

* Compensation estimation

* Patterns in the 9s facts

* Connect personal strategies

* Represent, describe, and order numbers

* Fractions: equivalent sets and compare like and unlike
denominators

* Decimals: relate to fractions

* Multiply and divide 2 by 2 digits (standard algorithm and
estimation)

* Determine pattern rules to make predictions

* Solve problems involving volume and constructing
rectangular prisms

* Construct triangular prisms

* Review add & subtract

* Review estimation

* Multiply distributive property

* Connect personal strategies

* Represent, describe, and order numbers

* Decimals: describe, represent, order, and add to tenths

*Multiply and divide 2 by 3 digits (standard algorithm and
estimation)

* Determine pattern rules to make predictions

* Solve problems involving volume using mL and L

* Pictographs and single bar graphs (many-to-one correspondence)

* Review add & subtract

* Compatible numbers estimate

* Multiply annexing & returning zeroes

* Connect personal strategies

* Represent, describe, and order numbers

* Decimals: describe, represent, order, add, subtract to
hundredths

* Multiply and divide 1 or 2 digits by 4 digits (standard
algorithm and estimation)

* Make own patterns in tables and charts

* Solve problems involving volume using mL and L

* Double bar graphs

* Review add & subtract

* Compatible numbers estimate

* Estimate products & quotients

* Connect personal strategies

* Represent, describe, and order numbers

* Decimals: describe, represent, order to thousandths;
equivalent decimals

* Review operations

* Read and record time using digital and analog clocks
including 24-hour clocks

* Review add & subtract

* Review estimation

* Review math strategies

Shape Mystery - Drawing Shapes with the Same Perimeter and Finding Different Areas |

Shape Mystery |

Literacy Station - Reading |

Outdoor Choice Time - We Saved Up Over an Hour! |

Working on Our Repeated Doubling Math Strategy |

Making Maps of Our Classroom |

Canadian Geography - Making a map of Canada |

Assembling our Canada Map |

Making our Canada map was challenging! |

Learning About Provinces, Territories, and the Distances Between Capital Cities |

Thinking Deeply About Reading - Using the See/Hear/Think/Feel/Wonder Strategy with "Gray Wolf's Search" |

Measurement Activity with Friends |

More Measurement with Friends |

Organizing Classroom Library |

Buddy Time |

Buddy Time |

Buddy Time |

Buddy Time |

Buddy Time |

Buddy Time |

As report cards are sent home again tomorrow, here is a timely post about the use of the March report card.

Both November and March report cards are interim report cards which describe a student's progress related to year end goals for his/her grade level. Please take a look at the post in November regarding general information about interim report cards.

The information in the following link clarifies some common misconceptions about report cards:

http://www.edu.gov.mb.ca/k12/assess/report_cards/docs/opinions_facts.pdf

**Math:**

**English Language Arts and Social Studies:**

Additional information about a few specific subject areas is included below:

Assessment of problem solving in math was addressed in the November post.

In the area of mental math, students are expected to meet specific goals by the end of the school year in the areas of fact fluency and use of mental math strategies including estimation.

For grade specific outcomes please copy and paste the link below into your browser and click on your child's grade for his/her year end goals. Students in both Grade 4 and 5 need to demonstrate fact fluency in addition and subtraction as well as a strong grasp of estimation and the mental math strategies taught in class. As we work on multiplication and division, Grade 4 students will need to be able to recall multiplication and related division facts up to 5 X 5 and demonstrate an understanding of division facts up to 9 X 9 using a variety of mental math strategies. Grade 5 students will be expected to recall multiplication and related division facts up to 9 X 9.

http://www.edu.gov.mb.ca/k12/cur/math/outcomes/index.html

Students are expected to think deeply and critically at higher levels in Grade 4 and 5. This includes deep comprehension strategies when reading, viewing, and listening, such as asking questions about format, purpose, and style when reading texts and responding to reading and research independently both orally, in writing, and by representing understanding through artwork, movement, etc.

Being able to "decode" by reading the words at higher levels does not ensure comprehension, thus students needs to show consistent and independent practice of strategies such as asking questions; making connections between themselves, texts, and the world; making predictions; and noticing and empathizing with characters. Assessment of reading includes evaluation of students' written responses to reading, observations of comprehension and critical thinking strategies, conversations with students about these strategies, and a small amount is based on a students' reading level or benchmark.

Students who actively question information and form arguments to support their opinions and preferences show very strong critical thinking and communication skills. Students in Grade 5 are expected to demonstrate these skills with greater independence and sophistication than in Grade 4 as they set goals for themselves as readers and researchers.

As always, families are welcome to meet with teachers to discuss questions or concerns about their child's progress.

Nearly every day after our last recess, our class has Literacy Stations. During this time we work on writing independently, catch up work, reading alone or with someone, listening to reading via Raz-Kids on the iPads, literacy work with an adult, and working on our spelling work called Word Work.

We have nine Word Work stations with each based on using a different intelligence. Howard Gardener, an American developmental psychologist, identified nine types of intelligence years ago, and educational practice has shown that learning using a variety of types of intelligence helps our brains make more connections between ideas and skills. Miss Cichosz created the stations after reading Dr. Jennifer Katz's book,*Teaching to Diversity*, and discussing ideas with our divisional literacy coach. Our nine Word Work stations include:

- Naturalist (Nature Smart): students find letter tiles in a sand bin using tools, like archaeologists, to spell their practice words

- Musical-Rhythmic (Music and Rhythm Smart): students use their spelling words to write a song or rap

- Logical-Mathematical (Number and Reasoning Smart): students make a word code using numbers to represent each letter and solve a message by adding or multiplying the numbers for each letter

- Existential (Big Question/Meaning and Life Smart): students find the meaning of the words by using a dictionary site on the iPads and writing the definition on the window and then on their dictionary pages

- Interpersonal (People Smart): students work together to guess their spelling words and to spell them by playing charades or hangman with a partner

- Intrapersonal (Self Smart): students create a story or comic about their own lives using their spelling words

- Bodily-Kinesthetic (Body and Movement Smart): students carve their spelling words into Play-Doh

- Visual-Spatial (Art and Picture Smart): students create word art using their spelling words, such as word graffiti or words including letter characters with arms and legs

- Verbal-Linguistic (Word Smart): students write a short story, poem, letter, etc. using their spelling words

We enjoy learning our spelling words in such diverse ways!

We have nine Word Work stations with each based on using a different intelligence. Howard Gardener, an American developmental psychologist, identified nine types of intelligence years ago, and educational practice has shown that learning using a variety of types of intelligence helps our brains make more connections between ideas and skills. Miss Cichosz created the stations after reading Dr. Jennifer Katz's book,

- Naturalist (Nature Smart): students find letter tiles in a sand bin using tools, like archaeologists, to spell their practice words

- Musical-Rhythmic (Music and Rhythm Smart): students use their spelling words to write a song or rap

- Logical-Mathematical (Number and Reasoning Smart): students make a word code using numbers to represent each letter and solve a message by adding or multiplying the numbers for each letter

- Existential (Big Question/Meaning and Life Smart): students find the meaning of the words by using a dictionary site on the iPads and writing the definition on the window and then on their dictionary pages

- Interpersonal (People Smart): students work together to guess their spelling words and to spell them by playing charades or hangman with a partner

- Intrapersonal (Self Smart): students create a story or comic about their own lives using their spelling words

- Bodily-Kinesthetic (Body and Movement Smart): students carve their spelling words into Play-Doh

- Visual-Spatial (Art and Picture Smart): students create word art using their spelling words, such as word graffiti or words including letter characters with arms and legs

- Verbal-Linguistic (Word Smart): students write a short story, poem, letter, etc. using their spelling words

We enjoy learning our spelling words in such diverse ways!

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