Thank you once again to the parents who came skating with us today. It was another successful morning and we had great luck with streetcars this time. Pictures below!
This has been a busy week, we have many projects on the go and I forget what I've told you about and what I haven't. Sorry if any of this is repeat! (Hmmm, maybe I should go back and re-read my own blog!)
In French, when we're not working on our procedures, we've been working on writing out some of our daily rhymes. Each student selected one and wrote it out, repeating it over and over to remind themselves of the words. They can do this work fairly independently
since they don't need to struggle with brainstorming their own content or with figuring out unknown French words.
Once they have written out the rhyme, they refer to a chart with a few things to check for (e.g., capitals, periods, is the word in your dictionary, on the word wall or somewhere else in the class?). Next, they ask a partner to check their work again to correct anything they didn't notice. Their editor has to sign the corner of the page to confirm they have done their job. Finally, they show their work to me and I get to make a few final corrections. When they've made a few corrections (just the stuff that we've covered in class), students begin writing out a good copy of their rhyme using their best printing and including an illustration of the rhyme. We're making a class book of rhymes and already have several good copies in it!
In Math, we're working on conducting one last survey and graphing the results. Almost everyone has now had a chance to visit a grade 2 or 3 class to ask their question and gather their data. I'm very proud of them for having the courage to visit an older class, ask the teacher for permission and ask the older students their question, all in French! (One of the teachers told me they were very cute!)
Now we're working on turning our data into a bar graph.
Our teacher candidate, Mlle Bradfield, is in charge of Science from now until she has to leave us. She planned a fantastic investigation for us this week, where we went to 5 different centres to touch different objects and figure out which adjective would best describe them. For example, at the Rigide ou Flexible centre there was an elastic and a pair of chopsticks. The scientists had to figure out which word described each object and note this on their investigation worksheet.
Part two of the activity was to choose just one of the objects and describe how we use it, and why it's important that it have the quality we discovered in order to do its job. For example, we figured out that spoons are curved and forks are pointy. One student wrote that the purpose of a spoon is to eat, and it's important that it's curved so that we can eat liquids, like soup!
Ask your students what the heavy object was and why it's important that it's heavy, or why it's important that the sticky object is sticky!
A reminder that Term 1 reports are coming home February 9th and interviews are being held on the 10th and 11th. If you would like to meet with me, please email or return the form (everyone got a hard-copy) by Monday the 8th or before. Hope to see lots of you on those evenings!
