October Week 1 Day 2

Updated: 6 days ago


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8:45-9:15 Homework/Silent Reading/Question of the Day Objective: Homework, Question of the Day & Silent Reading

Before starting, I wanted to take some time to share what I do on student birthdays. It's nice for them to feel special, but with 60 students, it's hard for me to go "buy" something. Instead of having a question of the day on a student birthday, I write "Happy Birthday __________!". All the other students in the class must write something nice about that student (i.e., I like your hair, I like that you share your things with me, etc.). We then meet up on the carpet and go over all the nice things students have said about the student, sing happy birthday and take a group picture with the birthday student in the middle and a picture of the student alone with all of the nice things the others wrote about them! They also get to share what their birthday plans are. Students typically love this and the best part is that it's free for me!


Question (on white board) : Chose one word that describes you best.


A reminder, that the question of the day is on my white board each and every morning as my students walk into the classroom. Using dry erase markers, they answer the question of the day in complete sentences (without adding their name).


Once everyone has arrived and completed their morning tasks, I get them to come to the carpet. We do our morning announcements and then review the question of the day. Over the month of September, we focused on writing in complete sentence as well as kept an eye on capital letters and punctuation. For October, we will focus on plural, adding those "s" where they belong. Obviously, we aren't just dropping what we focused on in September, but adding on. I read their answers, allowing them to share if they wrote it (of course if they want to share) and we have a fun discussion about their answers, all while reviewing their sentences.


9:15-9:45 Shared Reading : L'air

Reading Expectations:

C1.1 Using Reading Comprehension Strategies: identify a range of reading comprehension strategies and use them appropriately before, during, and after reading to understand a variety of French texts, with support as appropriate


C1.4 Developing Vocabulary: identify and use several different strategies to expand vocabulary through reading


C2.3 Metacognition: (a) identify, in conversation with the teacher and their peers, a few strategies they found helpful before, during, and after reading to understand texts; (b) determine their areas of greater and lesser strength as readers, and plan steps they can take to improve their reading skills


Shared Reading is a big part of my weekly routine. We work with the same text all week, expanding our vocabulary, answering comprehension questions, etc.


Here's how it works:


Day 2

Step 4: Pick three words (from what students wrote on their sticky notes yesterday). Open the shared reading on the smart board.


Step 5: Write one word down. Ask students to find sounds that they recognize in the word. Together, we sound out the word (I realize that this may seem "childish", but it is great to review French sounds, even in Grade 4, 5 and 6).


Step 6: Pick two students at random to come to the front, back to the shared reading, facing the class. When I say go, they must turn and find the word as fast as possible. They really enjoy this "race" type of game.


Step 7: Once the word is found, I read the sentence aloud, and as a class, we discuss what the word could mean. I ask them to avoid simply saying the word in "English" as a definition.

Step 8: Repeat steps 5-7 for all 3 words.


Step 9: As a class, pick one of the 3 words to add to your word wall. I always explain to students that we want to pick a word that we will hopefully see often throughout the year, and might help us make our writing a bit more colourful.


Step 10: Students then start their own mini dictionnaires. Using cue cards and loose leaf binder ring, they start up their first word of their new dictionary. They separate their cue card into 4 parts. They add the word, a picture of the word, the definition of the word (in words they will understand) and the antonym of the word (please see picture at the top of the post). They will do this every week, adding new words to their own dictionaries as we go.


Step 11: Continued on the following day







9:45-10:15 Visual Arts/Writing

Visual Arts Expectations

D1.2 demonstrate an understanding of composition, using selected principles of design to create narrative art works or art works on a theme or topic


Students will continue their Halloween drawing. They should finish or almost finish it today.


10:15-10:45 Music Prep


10:45-11:25 Nutrition Break & Recess

Students should now know the rules of nutrition break, feel free to see how they do without repeating yourself. If they have a hard time, review rules tomorrow.


11:25-11:55 Science - Flight

D2.1 identify flight-related applications of the properties of air


Today is one of my favourite Science days. We play Jeopardy as a group, to review all of the properties of air. Here is how we play:


Before starting, remind students that one team will win and one will lose. Does anybody like to lose? No. But, it is part of life sometimes and there is a right way to lose, with respect and also a right way to win.


I tell students to grab their shared readings and flip books on air. Then, I place the class into 2 groups. Each team gets a white board and dry erase marker. I start by selecting a student at random. That team will begin. The student selected will pick a category and amount of points they want to go for. I will click on the question and read it aloud. BOTH GROUPS will answer the question while I play the Jeopardy music (found on youtube). Once the music is over, I let the team whose turn it was to share their answer first. If they get it right, they get a points. If they get it wrong, I let the other team share their answer and if it was right, they get the points. If both are wrong, we go back and forth until one group gets it right.


We continue this way, back and forth between groups (allowing each student to select a category at least once), until the game is done. We then declare a winning team (just for fun of course)! If you want this game, you can subscribe to my website, or always head to my TPT store!


11:55 Start over with your new group


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