January 28

INTRODUCTION

We have had a fantastic and fruitful week. We have been working on completing some units of work for our inquiry learning as well as mathematics. The connections made, the new learning that has taken place has provided each student with a great sense of accomplishment. We are very excited about our new unit of inquiry. we will be looking at how we express ourselves, and what forms we use to do this. Our focus will be on Japan and will be looking at our own cultural background and look for similarities, differences, understanding of “beauty” and so on….

MATHEMATICS

We have introduced the concept of “volume”, this has been done by working on developing strategies of how to calculate the volume of a specific rectangular prism or solid. Students developed strategies such as “repeated addition and measuring sides and then working out specific formulas as well.

SAMPLE PRE-ASSESSMENT

SAMPLE-PREASSESSMENT

Next week we will be working on developing a summative assessment based on converting unit of measurement (mm, cm and m), using strategies to calculate/ estimate and measure the volume of different solids (prisms, cones, cylinders) and measuring the volume of different solids.

We have continued to work on our Literary Circle activities and each group is busy at developing new ideas and understandings about the text. The conversations have been great, the recordings have been accurate and the decisions made in each group have been very positive.

LITERARY CIRCLES

LITERARY CIRCLES

WRITER’S WORKSHOP

We have concluded our Poetry work and we are pleased with everyone’s ideas and their sharing. The reading was well structured and putting ideas onto paper was a great way to show our thinking and caring nature toward expressing the needs of others.

UNIT of INQUIRY

We have completed our HOW THE WORLD WORK unit of inquiry. Each student was able to draw clear conclusions and hopefully, their action will be achieved for over a long period of time. We looked at how we can be more effective at saving energy in our own homes and at school. We wanted to promote a message about this. The students generated their own movies to present their experiments based on the transformation transport of energy in various forms. The final work was SUPERB!!!!

MOVIE SAMPLE

SUMMATIVE ASSESSMENT

MORNING MEETINGS

Another great week of great discussions – we focussed on “doing the right thing”, “telling the truth”. Our discussions were great and each student was able to share their experiences and ideas openly with the rest of the class.

WEEKLY NEWS

1. We have completed another Service Learning session and we were very pleased with out effort and outcome
2. We continue to work well with our Fresh Fruit Friday lead – we collected nearly 300 pieces of fruit this week

January 22

INTRODUCTION

We have completed a successful week. We were able to finish a number of important things, we concluded the How the World Works (Science Focus unit of inquiry) study and the final presentations were excellent and students were able to show their understandings by using digital media. We also completed our measurement unit focussed on the connections between perimeter and area. The students completed a very different summative assessment where they were able to show their learning in a more creative way. We had a very special visit by C. Murdoch from Australia who was able to help us with developing effective and creative ways on how we approach Inquiry Learning in Grade 5. We celebrated Niels and Chaeyoon birthdays and had a lovely time sharing lovely food and lots of laughs.

MATHEMATICS

We completed our study on what is perimeter and area and what is the relationship between the two of them by looking at similarities and differences. We were able to review formulas and practical ways of how to find the perimeter of regular and irregular 2d shapes. It was very pleasant to see how students were able to make clear connections and according to their final reflections it was

 GRADE 5 – UNIT 5          Measurement – Perimeter and Area Summative Assessment

Name _______________________________                         Date: ______________

Reflecting on what I have learned, what still need to work on and what I am still not too sure about.

 Learning Expectations Not Yet I am Confident Epic – ready for more I can find the perimeter of a regular and an irregular shape I can find the perimeter and area of specific shapes by using the correct procedure. I can calculate perimeter and area of different shapes available in surroundings (farms, parks etc) for different purposes. I understand the procedure for finding perimeter and area and the relationship between them. I can solve word problems involving perimeter and area. Resilience Describe a time in this unit when you felt challenged by a task or problem   What helped you work through it? How do you feel now?   Next Steps- After analyzing your pre-assessment and summative assessment, what are the next steps for your learning?

As we continue to work our Literary Circle Skills students have been working in groups and individually to draw new understandings from the text and beyond it. This week we have focussed on how to summarise important ideas by looking for specific clues from the text and drawing inferences from what is beyond the text. The students are developing great skills at conversing and discussing their stories

 Preparing for Discussion Adapted from Chapter 5 Getting Started with Literature Circles Katherine L. Schlick Noe and Nancy J. Johnson ©1999 Christopher-Gordon Publishers, Inc. Reprinted by Permission
The purpose for gathering information to share in the discussion is simple: Before you talk, you do some thinking about what you’ve read and what you want to talk about with others. Gathering information and keeping track of it involves several simple, yet effective, tools:

`http://www.litcircles.org/Discussion/prep.html`

WRITER’S WORKSHOP

We have continued to work with our Poetry entries, this week our focus has been on developing and empathising with the suffering of refugees around the world today. We have used some relevant information (digital and paper) to draw our ideas from (http://www.aljazeera.com/topics/subjects/refugees.html). Students were asked to use their writing process steps to collect ideas, select and choose a perspective for their writing.

Each student was able to focus on a particular focus for their poem. The results are wonderful and very moving. Each student was able to draw into their sympathy for these people.

UNIT of INQUIRY

We have completed our HWW (How the World Work) unit based on scientific experiments and using the Scientific Methos in order to test a hypothesis and confirm observations and draw conclusions. It was very pleasant to see students work in groups and develop conclusions together. They used digital tools to produce their final products.

PROCESS

1. Mr Matt came early in the week and explained to our students how to use different tools to create movies, we used Imovie apps and used their skills to develop some very interesting resources

2. Students worked in pairs or groups of three to show the process of their experiments and drawing conclusions.

MORNING MEETINGS

This week we talked about saying and doing the right thing and the impact that our ACTIONS have. We had some great discussions and we look forward to next week and how we integrate the PSE program as well into our discussions and fun activities.

A BIG THANK YOU TO ZHANSAYA, TRUITT and KANO for leading the Assembly on Friday, it was well driven and you were enthusiastic and kept the audience engaged all the time. WELL DONE

WEEKLY NOTICES

1. Next week we will be working on our Service Learning and Action activity – please make sure you have warm clothes and your gloves
2. P.E. – please remember your gear for the days you have P.E.
3. FRESH FRUIT FRIDAY – Remember to bring your fruit on Friday
4. We have a field trip this week – Wednesday – we will talk about this on Tuesday
January 11

INTRODUCTION

This has been a wonderful week, we have been busy working on a number of new things. We have introduced our Poetry unit for writing and for reading we are focussing on Literacy Circles and Reading Strategies. We also worked on our final ideas about perimeter and area and concluded the week with our summative assessment. We are keen at getting on with this new term and discover many new things. We are very excited about our Grade 5 Exhibition and we will make sure each student is empowered to do their very best for this experience.

MATHEMATICS

Our current unit is measurement and we have been learning many new concepts and mathematical understandings about perimeter and Area. Our work has been focussed on practical ways we can measure and determine the perimeter and area of places like zoo enclosures. We concluded the unit by working on a Summative Assessment. This time we have tried a different approach and our assessment has focused on definitions, examples, characteristics and non-examples.

We had our friends from Grade 6 to come and share their learning of Negative and Positive Numbers with us. They share a number of board games that challenged our students to think about equations and possible solutions to different word problems. It was very encouraging to see how 5S students were able to make clear connections about Integers.

We have started our new unit – LITERACY CIRCLES. This approach to reading will allow our students to use their acquired reading strategies previously taught throughout the year.  We have 5 reading groups and they are working on a specific novel and each student takes a role for the day. The conversations are very engaging and each student is well focussed on sharing with the rest of the group.

What Are Literature Circles?

In literature circles, small groups of students gather together to discuss a piece of literature in depth. The discussion is guided by students’ response to what they have read. You may hear talk about events and characters in the book, the author’s craft, or personal experiences related to the story. Literature circles provide a way for students to engage in critical thinking and reflection as they read, discuss, and respond to books. Collaboration is at the heart of this approach. Students reshape and add onto their understanding as they construct meaning with other readers. Finally, literature circles guide students to deeper understanding of what they read through structured discussion and extended written and artistic response.

Perhaps the easiest way to understand what literature circles are is to examine what they are not.

 Literature Circles are . . . Literature Circles are not . . . Reader response centered Teacher and text centered Part of a balanced literacy program The entire reading curriculum Groups formed by book choice Teacher-assigned groups formed solely by ability Structured for student independence, responsibility, and ownership Unstructured, uncontrolled “talk time” without accountability Guided primarily by student insights and questions Guided primarily by teacher- or curriculum-based questions Intended as a context in which to applyreading and writing skills Intended as a place to do skills work Flexible and fluid; never look the same twice Tied to a prescriptive “recipe”

http://www.litcircles.org/Overview/overview.html

WRITER’S WORKSHOP

This week as part of our Writer’s Workshop we have started looking at how we can express our emotions, personal experiences, hopes, feelings through POETRY. First, we look at questions related to poems

 WHAT IS POETRY?

 WHAT ARE THE TYPES OF POETRY?

 WHAT ARE THE ELEMENTS OF POETRY?

 WHAT DO WE NOTICE ABOUT POETRY?

 Where do poets get their ideas and inspiration?

We are using the Writing Process to collect ideas, select ideas, draft and then publish. Our first poem was based on our own experiences and it was called WHO AM I. The students shared their ideas and the results are very moving and creative too.

WHO AM I

UNIT of INQUIRY

This week we have been working with a number of experiments so each student is able to fully understand the concept of TRANSFERING and TRANSFORMING ENERGY. We have used the Scientific Methos as a preparation for this and new week we will be looking at completing our Summative Assessment.

We also had mISS Katy who is been helping us with Library skills to use in our inquiries. Her focus this week has been on citing sources of information and selecting the most important ideas within a primary and secondary source of information. This is greatly helping us with our preparation for our Exhibition later on the year.

MORNING MEETINGS

A Special Guest

As part of her Personal Project, Lisa Ito, a year 10 student, visited grade 5 this morning to run a science-based workshop with all the girls.  The purpose of her visit was to encourage more young girls into STEM field studies.

We began the session be drawing a scientist.  Interestingly, most of us drew male scientists! There were a few ‘ahas’ around the room as we realized what we’d done!  POINT MADE!

Lisa introduced us to STEM research.

What is STEM? – Science, Technology, Engineering and Mathematics

She also presented:

• Notable female figures in the STEM fields!
• What problems might women in STEM face?
• Why is it important to have more female scientists?

Lisa provided many interesting facts from her research…

• Girls tend to lose interest in math and science at age 8.
• Less then 25% of engineering degrees are awarded to women
• (In the US) 45% of science related degrees are awarded to women, only 22% of these are engineers
• (In the US) 24% of CEOs are women
• Scientifically, girls are bad at science – FALSE
• From 1990 to 2011 female engineers have decreased FALSE
• Girls perform just as well as boys in school TRUE

We also looked at a collection of toys and identified which were more advertised for boys or girls?

We discussed –

• How we think the different values of these toys, set an expectation for boys and girls?
• How we think this affects the interests of boys and girls?

The toys that are most likely to be educational and to develop childrens physical, cognitive, artistic, and other skills were typically categorized as neutral or moderately masculine.

We viewed and had many discussions after viewing related videos:

What were the videos were talking about?  How particular videos made us feel.  Any personal experiences, on being steered away from math and science?

Well done and thank you to Lisa for a successful and informative session.  I’m sure the grade 5 girls would appreciate the opportunity to share their thought on this session with you.

WEEKLY NOTICES

1. Next week we will be starting again with collecting fruit for the Chiku Center – please bring a fruit next week
2. We are starting our new UOI unit – HOW WE EXPRESS OURSELVES (Focus: Japanese culture and our own)
3. P.E. gear on P.E. days, please