LANGUAGE - A focus on Spelling (daily - tests on Friday) Students write sentences at home. Proof Editing stories in class. EQAO preparation as well (reading comprehension, and paragraph writing). I will be sending out more EQAO packages for students.
We have started a novel study: FRINDLE
The novel study can be used in four ways:
Independent reading at student created paced
Small group independent reading at student created paced
Small group reading guided by the teacher
Whole class reading guided by the teacher
Each chapter or set of chapters has a particular task:
Students need to be able to write the definition/meaning of the word in their own words as the word is used in the story. If they are unable to, they need to find the word in the dictionary and match the correct definition with the context that the word is used in the book.
Short response questions:
The questions come in two forms. The first is basic comprehension directly from the story. This is your “Who, What, Where, When, Why and How” question.
The second form is analysis of information and events in the story. The student is required to explain an answer, respond as if they were in the story, or state what they think the character(s) should do.
The remaining sections are key components in studying literature in a detailed and meaningful way. The directions for each part are given within each section
SOCIAL STUDIES - Looking at the Pioneer Life and comparing it with the modern life. To do this, students will compare the similarities and differences using a Venn Diagram. Once complete, students will write a 4 paragraph paper explaining the similarities and differences in detail. Finally, students will draw two different lives (one of a pioneer and another of their own life) Soon we will look at how advertising was used to encourage people to come to Canada during the 1800's.
**Please check the your child's work especially for Language. Make sure the their sentences have capital letters and periods (proper punctuation)
the next week, your child will be working with area and grids. The students
will estimate and measure the area of shapes using nonstandard units, such as
stickers or big squares. They will compare and order shapes by area, solve area
problems using models, and work with grids to describe locations and movements.
this time, you and your child can do some activities such as:
You and your child can use playing cards or index cards to cover the top of
different rectangular surfaces in your home, such as tables, dressers, and
counters. Have your child estimate how many cards she or he thinks will be
needed to cover the space. You and your child can then measure the surface by
covering it with the cards. Compare the areas of all the rectangular surfaces
Have your child use stamps or stickers to estimate and then measure the area of
various sizes of envelopes.
Have your child choose a nonstandard unit to measure the light switch plates in
You and your child can play games, such as Snakes and Ladders or checkers, that
involve moving playing pieces on a grid. As you play, talk about the movements
and any strategies that could help either of you win the game.
You and your child can play BINGO, a game that requires your child to locate a number
under a specific letter on a grid.
may want to visit the Nelson Web site at www.mathk8.nelson.com
for more suggestions to help your child learn mathematics and develop a
positive attitude toward learning mathematics, and for books that relate
children’s literature to area and grids. Also check the Web site for links to
other sites that provide online tutorials, math problems, and brainteasers.
your child is using a Nelson Mathematics
3 Workbook, pages 64 to 69 belong to Chapter 8. There is one page of
practice questions for each of the 5 lessons in the chapter and a Test Yourself
page at the end. If your child requires assistance, you can refer to the
At-Home Help box on each Workbook page.
P.S: Third graders will have an end of chapter test on Tuesday April 7, 2015 in sha'Allah
I hope all is well!. I just wanted to let you know that we have been working on the Spelling Spectrum Weekly. I want to thank you for your support at home - almost all the students are finally getting this complete on time.
We have started our proof editing at home and in class. This is great practice for students to catch simple common mistakes found in writing. Focus is on (Punctuation; periods, commas, spelling, language usage, quotation etc.) - I am finding that students are really enjoying this.
Writing: We are looking at different ways to organize our writing. For example, we are currently focusing on a rule: Write a bold beginning to grab your reader's attention. Students looked at different methods to help grab the readers attention.
1. Use a quotation
2. Create a feeling of mystery
3. Use sound words
4. Ask a question
a) Joe was walking his dog in the moonlight. b) Something was different about the sky that night as Joe walked his dog.
Students had to circle the beginning that was more attractive; then decide which method was being used.
So, in this case - the method used: Create a feeling of mystery (is what the author used to grab the readers attention)
We are having our weekly guided reading sessions with the help of Tr. Naaz.
Focusing on our reading Strategies - Monitor, inference (predict), question, summarize, connect, Homework for over the March Break, Spelling Spectrum Week 23 There will be a spelling test the Monday they come back inshalla. Practice booklet: 4 worksheets (vocabulary, compound, words, short vowels, comprehension)
We are looking at Early Settlers (comparing our life with the life of a Pioneer). We are also looking at text features (importance of having a title, pictures, captions etc.)
For the next two weeks, your child will be learning about 2-D shapes. The goals will be for your child to use shapes to make other shapes, to identify shapes that are congruent (the same size and shape), and to recognize symmetry in shapes. These skills will help your child to understand that many shapes are related to one another and that shapes can be sorted and given the same name, such as a set of parallelograms or a set of triangles. Your child should begin to notice interesting geometric designs in his or her world. You might talk to your child about how these designs have been created. At the end of the chapter, your child will be using knowledge of shapes to create geometric designs. Throughout the two weeks, you and your child may engage in activities such as:
• Your child can look for shape puzzles at home. Look in resources such as newspapers and puzzle books. Your child could bring a puzzle to school to display on a class bulletin board or puzzle table.
• Your child can find and list things around the house that have more than one line of symmetry, and sketch at least 4 of these items and show the lines of symmetry.
• Your child could plan a symmetrical design for one wall of a bedroom or some other room in the house. This might include the placement of pictures or posters on the wall. Your child can draw a sketch of the symmetrical design, draw the line of symmetry, and describe how the design was created.
• Your child can find something at home, such as a rug, a vase, or a bedspread, that has an interesting geometric pattern. Have your child draw the pattern and describe attributes such as congruent shapes, lines of symmetry, and colour. Your child should then describe how the pattern was made. This is called the pattern rule. Your child might take the real object or a drawing of the object to class to share with others.
You may want to visit www.mathk8.nelson.com for more suggestions to help your child learn mathematics and for books that relate children’s literature to 2-D geometry. Also check the Web site for links to other sites that provide online tutorials, math problems, and brainteasers.
If your child is using a Mathematics 3 Workbook, pages 57–63 belong to Chapter 7. There is a page of practice questions for each of the 6 lessons in the chapter and a Test Yourself page at the end. If your child requires assistance, you can refer to the At-Home Help box on each Workbook page.
Over the next two weeks, your child will be learning about the concept of division. He or she will be learning division facts up to and including 49 ÷ 7 and seeing the connection between multiplication and division and subtraction and division. The goal will be for your child to either recall division facts or be able to apply a strategy to find each answer. Your child will use these facts, along with a variety of strategies, to solve real-life problems.
Throughout this time, you and your child can do some activities such as:
• Your child can look for things that come in groups of 2s, 3s, and 4s (such as rolls of hockey tape, bags of milk, and so on).
• Your child can begin to calculate how to share things equally within a group of people. For example, if I had 12 stickers to share with 3 friends, how many stickers could we each have?
• Your child could find objects that come in arrays (such as muffins in a box or eggs in a carton). This would assist in connecting the multiplication and division fact families.
You may want to visit the Nelson Web site at www.mathk8nelson.com for more suggestions to help your child learn mathematics and develop a positive attitude toward learning mathematics, and for books that relate children’s literature to multiplication and division. Also check the Web site for links to other sites that provide online tutorials, math problems, and brainteasers.
If your child is using the Nelson Mathematics 3 Workbook, pages 77 to 83 belong to Chapter 10. There is a page of practice questions for each of the 6 lessons in the chapter and a Test Yourself page at the end. If your child requires assistance, you can refer to the At-Home Help box on each Workbook page.