Oct 5 - Making 10 Booklet
- pages 1-4
- practiced sight math words: zero - ten
Jan. 6 - Learned number 31
- Reviewed more, less and fewer vocabulary
- Equality/ Inequality booklet pgs. 4-7
Feb. 1 - Strategy- doubles plus one - I add two of the same number and add one more
ex. 4+4+1=9- same as 4+5=9
- Complete Double Plus One to Near Doubles pages in Addition Mini-Unit 3
Language Arts
June 20-24
June 20- Days of school- 164
- Read Aloud- The Ickabog ch. 18-19
- Fractured Fairy Tale
-Writing of your introduction. We are not introducing the next set of characters...
Who are the bears? What do they look like? What are they doing in their house? Are they making breakfast? lunch or dinner? Why is the food left on the table? Why do the bears leave the house?
What is Goldilocks doing? Why did she leave her house? What does she see, hear, smell, feel on her walk?
Stop when Goldilocks sees the bears house. We have no written the problem yet.
Remember writers use lots of details!
--Don't forget to take a picture of your writing and send it to Mrs. Fuller on TEAMs.
June 13-17
June 13- Days of school- 158
- Review of our fractured fairy tales- reading our story map.
- How can we dig deeper with our story map?
Characters and Setting
- Add to your story map about your good character with at least 4 kinds of descriptive words for the inside and 3 for the outside.
- Add to your story map about your setting with both time and place.
June 14- Days of school- 159
- Field Trip to the Movie Mill- We watched Sing 2!
- Read Aloud- The Ickabog ch. 17
June 15- Days of school- 160
- Add to your story map about your bad character with at least 4 kinds of descriptive words for the inside and 3 for the outside.
- Start writing the beginning of your story: Write about your main character and your setting. Don't forget your opening line!
- Read Aloud- The Ickabog ch. 18
June 16- Days of school- 161
- Read Aloud- The Ickabog ch. 18
- Fractured Fairy Tale
-Writing of your introduction. Remember an introduction of a story tells the reader about the setting of the story, when the story is taking place, and that main characters. When talking about characters a great author tells the reader about what they look like on the outside and about their personality.
-Writers use lots of details!
--Don't forget to take a picture of your writing and send it to Mrs. Fuller on TEAMs.
June 6-10
June 6- Days of school- 153
- Read Aloud- The Ickabog ch. 12-13
- Review of What do all Fairy Tales Have? and Elements of a Fairy Tale.
- Retelling of the story- Goldilocks and the Three Bears
- What is a Fractured Fairy Tale? They take the classic fairy tale and changes it in some way (characters, setting, or problem)
- Story - Goldilocks and the Three Dinosaurs
- Story Map of Goldilocks and the Three Dinosaurs
June 7- Days of school- 154
- Read Aloud- The Ickabog ch. 14
- Retelling of the story- Goldilocks and the Three Bears (On Epic)
- Review of what a Fractured Fairy Tale is They take the classic fairy tale and changes it in some way (characters, setting, or problem)
- Story - Goldie Socks and the Three Libearians
- Create a story Map for YOUR fractured Goldilocks tale. Remember change ONE thing.. because it affects the story as you go. For Example. Goldilocks and the Three Grasshoppers.
June 8- Days of school- 155
- Read Aloud- The Ickabog ch. 15
- Reading Various Fairy Tales with partners and writing a Story Map with your partner
June 9- Days of school- 156
- Finish Reading Various Fairy Tales with partners and writing a Story Map with your partner
- Sharing your fairy Tale with the rest of the class
June 10- Days of school- 157
- Read Aloud- The Ickabog ch. 16
May 30- June 3
May 30- Days of school- 148
- Read Aloud- The Ickabog ch. 5
- Mythical Creatures- Food, Predators, and Life Cycle
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Food- What kind of food would your creature find in it's habitat? What is unique about the creature that would help it find that food? (For example: monkey's can climb trees, that helps them find bananas).
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Predators- What are other animals that hunt your creature? How does it protect itself from those other animals? If it has no predators... Why? Do humans hunt it? Why do humans hunt your creature?
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Life Cycle- How does your creature have babies? Does it lay eggs? Does it have live babies? How long does it stay a baby? How does the baby get food? What can it do as soon as it's born? Does it need its mother's help?
- Choose one of the three topics to write about today... (We will continue tomorrow)​
May 31- Days of school- 149
- Read Aloud- The Ickabog ch. 6-8 (some of ch. 8) (p.22-31)
- Mythical Creatures
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Review of Food, Predators, and Life Cycle
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Interesting Facts- What is NEW information about your creature that your reader doesn't already know? These type of facts should NOT be able to fit into another category.
- Write about one topic from yesterday and brainstorm about Interesting Facts.
June 1- Days of school- 150
- Read Aloud- The Ickabog ch. 8
- Mythical Creatures
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Last big class to write about your mythical creature.
June 2- Days of school- 151
- Read Aloud- The Ickabog ch. 9-11
- Read the story "Jack and the Beanstalk"
- Mythical Creatures
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Last class to work on your mythical creature project.
June 3- Days of school- 152
Beginning of Fractured Fairy Tales Unit
What do all Fairy Tales Have?
- Characters - Starts with "Once Upon a Time..."
- Setting - Ends with a happy ending
- Problem and a Solution - MAGIC
May 25-27
May 26- Days of school- 146
- Read Aloud- The Ickabog ch. 2-4
- Mythical Creatures- Habitat
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Where your animal lives, ex. Savanna, Rainforest, etc.
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How does the habitat protects the animal?
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How does the habitat helps provide food?
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How does the habitat keep your animal warm?
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etc.
May 16-20
May 16- Days of school- 140
- Stamina Reading
- What are Mythical Creatures? Who creates them?
Looking at different mythical creatures? What other animals are they made from? What are its magical powers?
- Create your own mythical creature- Create a picture of your mythical creature by combining two animals (max 3). Don't forget to name your animal?
May 17- Days of school- 141
- Stamina Reading
- What do Mythical Creatures look like? Who decides what they look like, and how they use each body part?
Looking at different mythical creatures and their appearance? What is your mythical creatures' appearance, what does it help your animal do?
- Write your own mythical creatures' appearance - Use lots of detail to support and explain what your animal looks like and how it survives because of that. Ex. Tigers have strips, it helps them blend into their habitat.
- Read Aloud- Skunk and Badger
May 18- Days of school- 142
- What does your Mythical Creatures have that's unique? What could you add or take away to make it extra unique? For example, does it have multiple ears? or eyes? or does it have NO ears?
- Edit your practice drawing of your mythical creature? Add labels to help you understand what it can do and what is special about it.
- Read Aloud- Skunk and Badger
May 19- Days of school- 143
- What does your Mythical Creatures have that's unique? What could you add or take away to make it extra unique? For example, does it have multiple ears? or eyes? or does it have NO ears?
- Writing of your Appearance page for your mythical creature. Don't forget to draw a picture and label it.
- Read Aloud- Finish Skunk and Badger
May 20- Days of school- 144
- Stamina Reading
- Rough picture (separate piece of paper) on your mythical creatures habitat- think about the animals you combined and what food it might eat. Where would it need to survive? Where would it find the food it eats? Where would it be war or cold enough for your creature?
May 9-13
May 9- Days of school- 135
- Writing Lesson: Table of Contents
- Writing Project: Write your good copy of Babies page
- Skunk and Badger
May 10- Days of school- 136
- Writing Project: Write your good copy of Babies page (Or the page you need to finish)
- Skunk and Badger
- Stamina Reading
May 11- Days of school- 137
- Writing Lesson: What counts as an Interesting Fact?
* It should be something you (the author) find interesting
* It's new! You haven't already talked about it in your other pages
* "Did you know..." is a great starter and it also let's you answer the question with more details for your reader.
- Skunk and Badger
- Stamina Reading
May 12- Days of school- 138
- Writing Lesson: Finishing Good Copy of Animal Project
- Skunk and Badger
- Stamina Reading
May 13- Days of school- 139
- Writing Lesson: Finishing Good Copy of Animal Project
- Skunk and Badger
- Stamina Reading
May 2-6
May 2- Days of school- 131
- Writing Lesson: Predators Research
- Skunk and Badger
May 3- Days of school- 132
- Writing Lesson: Finish research and Write about habitat
- Concert
- Skunk and Badger
May 4- Days of school- 133
- Writing Lesson: Write about appearance and habitat-
- Skunk and Badger
May 5- Days of school- 134
Vowel Teams Poster (continuation)
Last day for research- finish any section of research that you need to finish
- Skunk and Badger
May 5- Days of school- 134
Writing animal project- focus on writing the Food page. (If you are finished the Food page then work on the next
April 26-29
Apr 26- Days of school- 127
- Writing Lesson: Fix It! Booklet- Recess.
- Connecting words- or, but, and. How does each word effect the sentence and what you are trying to say.
- Skunk and Badger
Apr 27- Days of school- 128
- Reading Lesson: Review- Pictures and Labels... What do they tell us? Looked at several non-fiction books and reminded ourselves how an author uses pictures to tell new information to the reader through the labels or they use the picture to show the reading something (the picture helps the reader understand)
- Writing Lesson: All About ... Your animal
- How can we create the same impact in our writing? We add detailed pictures/drawings to our writing with clear labels.
Apr 28- Days of school- 129
- Reading Lesson: Skunk and Badger
- Writing Lesson: All About ... Your animal
- Predator- Animals that eat your animal
- Apex Predator- Your animal has no animals that usually eat them (they may have animals that hunt the babies of your animal). Usually humans are only higher than the apex predator.
- Research time about your animals predator.
Apr 29- Days of school- 130
- Writing Lesson: All About ... Your animal
- Predator- Animals that eat your animal
- Apex Predator- Your animal has no animals that usually eat them (they may have animals that hunt the babies of your animal). Usually humans are only higher than the apex predator.
- Research time about your animals predator.
April 11-14
Apr 11- Days of school- 125
- Reading Lesson: Stamina Reading
- Spelling Lesson: Making Connections with our spelling words. Choose six of your words (there are 12)
Ex. Hard (this is my word that I'm going to come back to every time to try and make a connection with it.
Hard
Ham - Ham has the same beginning as Hard, and keeps the same vowel sound (short a)
Has - Has has the same beginning as Hard, and keeps the same vowel sound (short a)
Card- Card has the same ending as Hard, and keeps the same vowel sound (short a)
Yard- Yard has the same ending as Hard, and keeps the same vowel sound (short a)
Harm - Harm has the same beginning as Hard, and keeps the same vowel sound
(R-controlled a)
Shard- Shard has the same ending as Hard, and keeps the same vowel sound (short a)
- Writing Lesson: Taking our notes and turning them into sentences.
Which pieces of information are about the same thing. For example, In researching Elephants we found out that:
- Largest mammal- land animal
- All female African elephants have tusks
- Wide flat ears
- Weigh up to 15 000 pounds
These two pieces of information are both about how big elephants are. I can combine these sentences.
African Elephants weigh up to 15 000 pounds and are the largest land mammal.
Apr 12- Days of school- 126
- Writing Lesson: Researching- finding different kinds of information at once.
Food
Habitat (Where do they live?)
Babies (Life Cycle)
While reading a book about your animal, you may find information on more than one topic. By having your pages for each section close, you can research and write one the page that is needed as you find new information.
April 4-8
Apr 4- Days of school- 121
- Reading Lesson: Read Poems: "Bed in Summer" and "When I was One" by Robert Louis Stevenson What are these poems about?
- Spelling Lesson: Read through the poems, what are some words you find challenging to read? Underline them once.
Read through the poems again, what are some words you find challenging to spell? Underline them twice.
*You may end up with 3 lines underneath some words*
Write out your words on your "words to learn" page (pg. 2 in your week 7 booklet)- Make sure to submit them.
Apr 5- Days of school- 122
- Reading Lesson: Read Poems: "Bed in Summer" and "When I was One" by Robert Louis Stevenson What are these poems about?
- Spelling Lesson: What is a vowel digraph? Two vowels together that make one sound.
ex. ee-> feet, oa-> road, etc.
Find vowel digraphs in our poems. (reread slowly to find them). When you notice a vowel digraph ask yourself do they make one sound or more?
Started a poster with the Vowel Teams (vowel digraphs)
Apr 6- Days of school- 123
- Reading Lesson: What is a heading? What is a caption? What is a key word? What is a glossary? How do these each help us as readers?
What is a heading? It's the title at the head of a page or section of a book. This helps a reader find information because it tells the reader what the section or page is about.
What is a caption? It's the title at the information about the picture(s). This helps a reader find out information about the picture without it needing to be written in the main paragraph or page.
What is a key word? A key word is often bolded or a different colour or sometimes booth. A key word is an important word to the topic and the meaning can often be found in the glossary. This helps a reader learn new words that are specific to the topic.
What is a glossary? A glossary is filled with the key words from the whole book (or text) and it explains what each key word means. This helps a reader understand words that are specific to the topic.
- Writing Lesson: What is a by line? It is the line that tells the reader who the author is. Ex. By Amy Timberlake
- Decide what animal you are wanting to research.
- Write on the by line (remember you are the author)
- Write your title- All About... (double check your spelling of your animal.)
- Draw your a picture of your animal (including a background of where it lives)
Apr 7- Days of school- 124
- Reading Lesson: Review of caption, key word, glossary, heading.
- What does Appearance mean? It means- What does the animal look like? What makes it different from all the other animals in the world?
- Writing Lesson: Research your animals Appearance. We taking jot notes on separate page.
- Spelling Lesson: Review of vowel digraph- Two vowels together that make one sound.
ex. ee-> feet, oa-> road, etc.
Continued the poster with the Vowel Teams (vowel digraphs)
March 28-April 1
Mar 28- Days of school- 117
- Reading Lesson Part 1: Nest Eggs by Robert Louis Stevenson
- Read the poem- What words rhyme?
- What is the mother doing in the poem?
- What does "Here in the fork" mean?
- What is a ";"? What does a ";" mean as punctuation?
- Reading Lesson Part 2:Busy Beavers by Mary Ebeltoft Reid
- What do we already know about beavers?
- What do you want to know about beavers?
- After reading, what do you still wonder about beavers?
- Spelling Lesson: Cut and Organize your Week 6 words
How could you organize your words? What do you words have in common?
Choose a spelling activity and practice your spelling words. Don't forget to hand it in.
Mar 29- Days of school- 118
- Stamina Reading- 10 minutes
- Reading Lesson: Reread Busy Beavers by Mary Ebeltoft Reid
- What is a heading?
- What is a Table of Contents
- Paper fold- Fold it hamburger 3 times. You will end up with a page with nice lines for your Table of Contents.
- Spelling Lesson: Week 6 words- Practicing word sorts
Mar 30- Days of school- 119
- Reading Lesson: Busy Beavers by Mary Ebeltoft Reid
- Making a Table of Content
- How do to decide what the heading or title should be called?- What is the main idea of the writing for that section? What is the author trying to teach the reader?
- Spelling Lesson: Week 6 words- Two activities
Mar 31- Days of school- 120
- Reading Lesson: Table of Contents
- Spelling Lesson: Week 6 words- One activity
March 21-25
Mar 21- Days of school- 113
- Reading Lesson: Weather Watch by June Schwartz
Questions to think about:
- What is a Weather Watch?
- What is a journal?
- Spelling Lesson: Cut and Organize your Week 5 words
How could you organize your words? What do you words have in common?
Choose a spelling activity and practice your spelling words. Don't forget to hand it in.
Mar 22- Days of school- 114
- Reading Lesson: Read "Super-completely and totally the messiest" by Judith Viorst
- Writing Lesson: Writing a summary. What is a summary?
A summary is telling what happened in the story.
- Writing a summary for the story "Super-completely and totally the messiest"
Here are a few guiding questions:
Mar 23- Days of school- 115
- Reading Lesson: On Seesaw
- Writing Lesson: On Seesaw
- Spelling Lesson: On Seesaw
Mar 24- Days of school- 116
- Reading Lesson: Weather Watch- Practice Echo Reading.
Echo Reading- I read. You read (repeat). This helps us learn what pausing at commas looks like. Full Stops at periods. And helps us spot spelling patterns in readings we are familiar with.
- Writing Lesson: Fix it! booklet- How to change individual sentences into a full paragraph. What is a paragraph?
- Spelling Lesson: Choose one activity in your spelling booklet to practice your words.
March 14-17
Mar 14- Days of school- 109
- Reading Lesson: Big Read Lollipop by Rukhsana Khan
Questions to think about:
- How do you think Rubina feels about Sana going to the party?
- What does it mean to throw something with all your might? Why did she do that?
- How is Rubina a good sister?
- How is Sana a good sister?
- How is Ami (mom) fair in the story?
- How is being part of a family difficult?
- Writing Lesson: Write about a time that you were upset with a family member. Remember to write with lots of details. What were you upset about? What did you feel? How did you solve that problem?
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- Read Aloud from Space:
If I were an Astronaut by Eric Braun
Hey-Ho, to Mars We'll Go by Susan Lendroth
Mar 15- Days of school- 110
- Reading Lesson: Picture walk of the book- Super-completely and totally the messiest by Judith Viorst
- Writing Lesson: In your Blue notebook, make a prediction about the book - Characters- Olivia (big sister) and Sophie (little sister).
Questions to think about:
- Who is the story about?
- What is the problem of the story?
- How will the problem get worse?
- How do you think the problem will be fixed?
- Spelling Lesson: This weeks words are: do,
how, their, if, but, not, what, all, were, we, when,
your
- Cut up your spelling words and do two
spelling activities using your words.
Mar 16- Days of school- 111
- Spelling Lesson: This weeks words are: do, how, their, if, but, not, what, all, were, we, when, your
- Whiteboard activities: their vs. there- What are words we see inside the there and their?
In the word there we can see the word here- there. This tells use that the word means it is talking about location. For example: The book is over there.
In the word their we can see the word here- theIr. This tells use that the word means it is talking about a person. For example: I think it's their book.
- Two activity pages in your spelling booklet.
- Geronimo Ch. 11
Mar 17- Days of school- 112
- Spelling Test- Show what you know
- Reading Group Activity on Seesaw.
March 7-11
Mar 7- Days of school- 104
- Stamina Reading- 10 minutes
- Spelling Lesson: an, by, each, from, had, one, or, she, there, use, which, word
- Word sort: Which words have the same beginning sound? ex. The w sound like in the word "we"
Which words have the same middle sound? ex. Short a sound like in the word "ant"
Which words have the same ending sound? ex. The long e sound like in the word "bee"
- Writing Lesson: Fix it! pg. 1
Mar 8- Days of school- 105
- Geronimo Stilton- Ch 7
- Pecan Pie Baby: Reread.
Discussion Questions: Hearing that someone new is going to come live with a family can be difficult. What did Gia think was going to happen when the baby arrived?
Everyone seems to feel happy about the baby coming soon. What did the relatives do to show their feelings?
Gia was not happy about the baby coming soon. How do you think Gia's life is going to change when the baby comes? How will she about the change?
Reading response: In your blue notebook (please put your name of the front as it is a new book) write a summary of what happened in the book Pecan Pie Baby by Jacqueline Woodson.
Mar 9- Days of school- 106
- Stamina Reading - 10 minutes (or longer)
- Spelling practice- two pages in your spelling booklet
- Pecan Pie Baby: Reread.
- Finish Reading Response: In your blue notebook (please put your name of the front as it is a new book) write a summary of what happened in the book Pecan Pie Baby by Jacqueline Woodson.
Mar 10- Days of school- 107
- Geronimo Stilton- Ch 8&9
-Big Red Lollipop: Book Walk (Book Walk is on Seesaw)
- Making Predictions: In your blue notebook a prediction about what the book "Big Red Lollipop" by Rukhsana Khan will be about.
February 28-March 4
Feb 28- Days of school- 99
-Writing Lesson: What did you do over the break? Write in your green notebook.
- Small group chats- What else do you want to know from someone else's writing
- Geronimo Stilton- Ch 5
Mar 1- Days of school- 100
-Stamina Reading: 10 minutes of uninterrupted reading time.
-Spelling Lesson: he, for, on, are, as, with, his, you, that, they, at be
- Two spelling activities- your choice of which activities in your booklet.
-If you are finished with your spelling- Write about what you read during stamina reading time.
- Geronimo Stilton- Ch 6
Mar 2- Days of school- 101
-Stamina Reading: 10 minutes of uninterrupted reading time.
-In your green notebook, write about what you read. It's important to talk about the title, author, characters, setting, problem, etc.
- Book Walk: Pecan Pie Baby by Jacqueline Woodson
Take a look at each page but focus on the pictures. Look at the characters, what can understand about their emotions without reading the text? Pictures can tell us a lot about how a character is feeling. It's important to look at them carefully before reading the story.
Mar 3- Days of school- 102
- Library with Mrs. Leusink
-Spelling Lesson: he, for, on, are, as, with, his, you, that, they, at be
- Two spelling activities- your choice of which activities in your booklet.
- Read and Discuss: Pecan Pie Baby by Jacqueline Woodson
Mar 4- Days of school- 103
- Spelling Test: he, for, on, are, as, with, his, you, that, they, at be
- Reading Stamina
February 14-18
Feb 14- Days of school- 93
- Stamina Reading 10 minutes independent reading time
- Spelling Lesson- Valentine: What words can you make with the letters in the word VALENTINE?
- Writing Lesson- Paragraphs- Start with an indent-- Two finger spaces.
- Continue working on writing from Friday.
- The Very Very Far North- Finished the novel
Feb 15- Days of school- 94
- Spelling Lesson- Cut out your spelling words from your booklet : a, it, to, the, and, is, you, in, that, of, we, was
-Spelling Booklet- iPad spelling, Triangle Spelling, and another page of your choice.
- Writing Lesson- adding to our writing.
-Discussion- It's important to start with a strong opinion and reason.
- Meetings with Mrs. Fuller about our writing
- Geronimo Stilton- Garbage Dump Disaster- Ch. 1
Feb 16- Days of school- 95
Mrs. Fuller is away. All activities and instructions are on Seesaw
- Spelling Lesson- Cut out your spelling words from your booklet : a, it, to, the, and, is, you, in, that, of, we, was
-Spelling Booklet- 3 activities of your choice in your spelling booklet
- Writing Lesson- The Best Part of Me
- Reading Lesson- Book and questions at your level.
Feb 17- Days of school- 96
- Spelling words: a, it, to, the, and, is, you, in, that, of, we, was
-Spelling Booklet- How many activities can you do in 20 minutes?
- Writing Lesson-adjectives.
-Discussion- What's an adjective? They are describing words. These words can help our writing more enjoyable and exciting for our reader. Ex. tall, short, hot, cold, loud, quiet, etc.
- Meetings with Mrs. Fuller about our writing
- Geronimo Stilton- Garbage Dump Disaster- Ch. 2-4
Feb 18- Days of school- 97
- Spelling words: a, it, to, the, and, is, you, in, that, of, we, was
-Spelling Booklet- Finish 2 more spelling activities
- Spelling Test
February 7-11
Feb 7- Days of school- 88
- Stamina Reading 10 minutes independent reading time
- Talking about what you read- break out rooms. What was your book about? What was your favourite part? What surprised you?
- Writing Lesson- Capitalization - In Writing Guide
- What is a capital? Upper case letter at the beginning of a word.
- How do we know what needs a capital? We just have to remember MINTS...
Feb 8- Days of school- 89
- Stamina Reading
- Writing Lesson- Capitalization - In Writing Guide
- What is a capital? Upper case letter at the beginning of a word.
- How do we know what needs a capital? We just have to remember MINTS...
Feb 9- Days of school- 90
- Stamina Reading
- Writing Lesson- Capitalization - Read the story "The Case of the Incapacitated Capitals" on Epic
- When are the capitals needed?
- Opinion Writing: Editing- Video on Epic
- Practice our capitalization rules with our writing from Jan 19 If you have a capital in the correct place put a small check mark underneath of it. If you missed a capital circle where the capital should be (the letter, not the whole word) and then fix it with a pen.
- Practice capitalization and checking punctuation for Jan 20.
Feb 10- Days of school- 91
- Library with Mrs. Leusink
- Writing Lesson- What's the best... -brainstorm ideas of opinion we might have to write about that is the best... ex What's the best season? What's the best sport? What's the best Fast food restaurant? etc.
Write an opinion letter about something you think is the best. Be sure to follow the steps we've learned about in our Opinion Unit. For step 2 think about using the question starter : Have you ever wondered... ex. Have you ever wondered what is the best place to take a vacation?
Feb 11- Days of school- 92
- Writing Lesson- Finish writing about what's the best...!
Think about your question, try using the sentence starter: Have you ever wondered... ex. Have you ever wondered what is the best place to take a vacation?
January 31-February 1
Jan 31- Days of school- 83
- Writing Lesson- Thinking about the Audience - In Writing Guide
- What is an audience? They are the people who are watching movie/show/play or reading a piece of writing.
- What does it look like to think about your audience when you are writing? Readers might not know everything about your topic, so it's important to include lots of DETAILS to help your reader understand.
- Writing Time- In Green Notebook.
- Write about the Best ____ ever. (movie, videogame, food, pop, etc.)
Step 1: Think about your reader Dear Reader,
Step 2: Start with a question to make your reader think.
Step 3: Tell your reader your opinion.
Step 4: Tell your reader why you think that- 3 reasons and explain each reason.
Step 5: Tell your reader what someone else might think (opposite opinion).
-Reading Lesson- Literacy Pro Library- Record yourself reading your book assignment by Mrs. Fuller
Feb 1- Days of school- 84
- Writing Guide- Thinking about the Audience
- What does it look like to think about your audience when you are writing? Readers might not know everything about your topic, so it's important to:
- include lots of DETAILS
- retell INTERESTING parts of the story or movie.
- Don't give away the ending or SPOILERS!
- Get your reader interested in your movie or story. MAKE THEM WANT TO READ or WATCH IT
- Writing Lesson- Write about your favourite movie or book. When you are writing double spaced and adding in details, interesting parts, and DON'T give away any spoilers.
- Your job is to get the reader INTERESTED in the book or movie. MAKE THE WANT TO WATCH IT OR READ IT.
Feb 2- Days of school- 85
-What does Stamina Reading look like?
- Stamina Reading- 5 minutes of independent reading time with books from Mrs. Fuller.
- Writing- A well thought out opinion writing example. You writing should have yes to each step.
Feb 3- Days of school- 86
- Opinion Writing- Using our steps add to and finish one of your previously started Opinion pieces.
- Opinion Writing Checklist- Glue in your copy of the Opinion Writing Checklist into your Writing Guide.
- Using your opinion piece you were just working on, go through the checklist- marking it lightly with a pencil.
Not Yet- You do not have it in your writing and it needs to be added into your writing.
Starting to- You have it a little bit but you could add more into your writing.
Yes!- You have it in your writing and you did it well!
January 17-21
Jan 24- Days of school- 79
-Words of the Week- from, they, with, that, was, are, his this, you, have.
-First Day of Centres- Guided reading with: 7, 2, 3, and 8
- Writing- 6, 13, 17, 14, 15, 9, and 1
- Word Work (Spelling)- 4, 18, 16
- Independent Reading- 11, 10
- Writing Lesson- Digging Deeper- Explaining the important parts in lots of detail. Write about your favourite thing. Ex. stuffed animal, toy, book, movie, etc.
Jan 25- Days of school- 80
-Words of the Week- from, they, with, that, was, are, his this, you, have.
- Writing Lesson- Writing Stamina- You can write about whatever you choose, as long as you are writing for the whole time. See if you can write for a whole minute without stopping. (Tried three or four times)
-Reading Lesson- Read the Very Very Far North- Draw what is happening in the story, this is an important step about creating pictures in our mind from what we read.
Jan 26- Days of school- 81
-Words of the Week- from, they, with, that, was, are, his this, you, have.
- Writing Lesson- Writing Stamina- Topic is Movies. Write about any kind of movie, about your favourite movie, about a movie going experience, etc. The important part is that you are writing for the whole time. See if you can write for two minutes without stopping. (Tried three or four times)
-Reading Lesson- Read the Very Very Far North- Draw what is happening in the story, this is an important step about creating pictures in our mind from what we read.
Jan 27- Days of school- 82
-Words of the Week- from, they, with, that, was, are, his this, you, have.
- Warm up- Write for 10 minutes (no breaks, write the whole time) Use the prompt, Which one doesn't belong?
- Writing Lesson- Opinion Writing
- Review - An opinion is about telling someone what you think about something in writing. It is important to remember that there is no right or wrong answer when it comes to an opinion. What matters is that you support your thinking with well explained reasons. (write in your green writing journal)
Step 1: Think about a particular person.. Have that person in your mind the entire time you write.
Step 2: Start with a question to make your reader think. Ex. Have you ever wondered what is the best animal?
Step 3: Tell your reader your opinion. Ex. I know the best kind of animals are ones you can play with. The best animal is the Elephant!
Step 4: Tell your reader why you think that- 3 reasons and explain each reason. Ex Elephants are amazing because they can play with humans. Elephants use their trunks to kiss, hug, and even take things from people as a joke.
Step 5: Tell your reader what someone else might think (opposite opinion). Ex. Others might not like Elephants because they are VERY large, so large they can even squish a person.
-Reading Lesson- Read the Very Very Far North- Draw what is happening in the story, this is an important step about creating pictures in our mind from what we read.
January 17-21
Jan 17- Days of school- 74
-Words of the Week-
- Reading Lesson- This is Our House- Realistic Fiction (how is this story different from the other stories we have read?)
- What is the lesson the main character learns? How can we connect that to our own life.
During Reading questions:
1. What problem do the children in this story have?
2. Do you think the other children do the right thing when George leaves to go to the bathroom? Why?
3. What lesson about friendship does George learn?
- Writing Lesson- Writing Guide- On a new fresh page- Glue in our new title "Uncovering Our Opinion About Books- Writers can study..."
- Under your title, create a section for Characters we love and we dislike. Draw two characters you really enjoy reading about (ex. they are funny) and one you did not like (ex. they are mean to other characters)
Jan 18- Days of school- 75
-Words of the Week-
- Reading Lesson- First Come the Zebra- Realistic Fiction
-What is the lesson the main characters learns? How can we connect that to our own life.
During Reading questions:
1. How do the zebra, wildebeest, and gazelle get along?
2. Abaani and Haki do not even know each other. Why do you think they are saying mean things to each other?
3. Each boy is thinking that the other boy did a good job. Why don't they say anything?
4. Do you think the boys can help their families get along better?
- Writing Lesson- After reading "First Come the Zebra" think about how the boys became friends? What did the boys do to become friends in the story? How can I become better friends with someone? 2-3 sentences.
Jan 19- Days of school- 76
-Words of the Week-
- Reading Lesson- We Don't Eat Our Classmates by Ryan T. Higgins
-What can we learn about Penelope Rex by reading the pictures? Look at the pictures carefully. What do they tell us about how Penelope is feeling or thinking?
- Writing Lesson- Choose a book that you really enjoy and try to convince Mrs. Fuller to read that book. Write in your new green writing book. Use the structure below to help you:
Dear Mrs. Fuller,
- The name of the book
- Your onion of the book. ex. I think this book is hilarious.
- Why do you think that about the book (three reasons)
- give examples for each reason.
- End you letter with a convincing sentence with the name of the book and the author. (ex. You will really enjoy Mercy Watson to the Rescue by Kate Dicamillo)
- Sign your letter
Jan 21- Days of school- 78
-Words of the Week-
- Writing Lesson- Take a look at other's writing. What did they do well, what could they improve on?
- A great opinion is supported by clear specific reasons with juicy words to make it interesting for the reader.
- Writing Activity- What is the BEST food? Try to convince your reader that your choice of food is the best. Make sure that you provide at least 3 reasons with juicy words.
I think ____ are/is the best because..
Reason why 1.... because...
Reason why 2.... because...
Reason why 3.... because...
Ending (Last chance to convince your reader)
January 10-14
Jan 10- Days of school- 69
-Words of the Week- over, new, sound, take, only, little, work, know*, play, years
*Red dot word- Does not follow the rules.
- Reading Lesson-
-Writing Lesson- New Year's Resolution
In 2022, I want to be better at....
I will get better at... by...
Draw a picture of your New Year's Resolution at the bottom and submit on Teams
- Read aloud- The Very, Very Far North- pg. 128- 135
Jan 11- Days of school- 70
-Words of the Week- over, new, sound, take, only, little, work, know*, play, years
*Red dot word- Does not follow the rules.
- Reading Lesson- A Weekend With Wendell.
-Read the story. What do you think about Wendell and Sophie's behaviour? What made their behaviour good/bad?
-Writing Lesson- Write a letter to Wendell or Sophie and tell them what you think of their behaviour. Use at least 4 examples from the story explaining why you think their behaviour was appropriate or inappropriate. Example of letter on TEAMs assignment.
-Spelling Lesson- SP 5- cut out cards- sort cards into groups. How did you sort the cards? What is the rule? Play go fish using the cards by asking for the card by the rule.
Jan 12- Days of school- 71
-Words of the Week- over, new, sound, take, only, little, work, know*, play, years
*Red dot word- Does not follow the rules.
- Reading Lesson- Horace and Morris but Mostly Dolores by James Howe
-Read the story. Ask yourself during the story:
What are these three friends like at the beginning of the book?
Do the boys do the right thing when they leave Dolores? How do you think she feels?
Why are they saying “A girl mouse must do what a girl mouse must do”? And “A boy mouse must do what a boy mouse must do?”
Why do you think Horace and Morris want to go exploring with Dolores?
What do you think about the new clubhouse where everyone is allowed?
Ask yourself after reading:
What do Horace, Morris, and Dolores learn about friendship?
Dolores is brave to go into the Cheese Puff clubhouse all alone. What else do you know about Dolores that shows that she is brave?
Why do you think James Howe and Amy Walrod might have enjoyed making a book like this one?
-Writing Lesson- Create a poster for the new club. Create a poster advertising the new Frisky Whiskers Club. Make sure to include the name of the club, who's allowed and what the club is all about.
Jan 13- Days of school- 72
-Words of the Week- over, new, sound, take, only, little, work, know*, play, years
*Red dot word- Does not follow the rules.
- Reading Lesson- Fur, Feathers and More by Stephanie Petron Cahill
-Spelling Lesson- SP 6- cut out beginning and ending strips- sort strips into groups -oke, -ope, -one, and other. Choose a beginning sound and find it's matching ending sound to make a real word. ex. b-oke, b-one, b-ope ... best word is bone. Glue your words under the correct column.
Jan 14- Days of school- 73
- Reading Lesson- A Piglet Named Mercy Watson
- Writing Lesson- Readers love to tell other people about characters from books that they love.
Writers who love stories often write letters to each other about their favourite characters. They often explain their opinions about the characters they enjoy.
Wrote a group letter to Mrs. P's Grade 1's
Dear Mrs. Pirie’s Class,
Do you love reading books that have really funny characters? Then you are going to love Mercy Watson. She is HILARIOUS! She is a pig who lives in a house. She gets to eat buttered toast in the kitchen! She even gets her own chair at the table.
We hope you can read about Mercy Watson soon!
From Mrs. Fuller’s Class
We followed these steps to write our letter:
1. Choose a book with a character you have a strong opinion about. You think they are funny or brave, or smart.
2. Flip through your book to remind yourself of your opinions.
3. Start your letter by introducing your reading to the book and the character.
4. Tell the reader your opinion. ex. Mercy Watson is HILARIOUS!
5. Don't stop there! Explain to your reader by giving a bunch of examples. ex. She is a pig who lives in a house. She gets to eat buttered toast in the kitchen!
Now it's your turn. Choose a book with a character that you really enjoy. Write a letter to another writer (a friend or Mrs. Fuller) telling them about your awesome character.
December 13-17
Dec 13- Days of school- 64
- Writing Lesson- Adjectives- What are they? How do we use them?
- Read aloud- The Very, Very Far North- Ch. 5
Dec 14- Days of school- 65
- Spelling Lesson SP 3- Making long vowel words from short vowel words- ex. cut turns into cute when we add the e.
1. Take each page out of the staple.
2. On your last page (with two columns), then draw a line down the middle of each column to make 4 columns.
3. Cut out your short vowel words and your e's.
4. Choose a short vowel word.
5. Write it down under your short vowel words. Then create the long vowel word beside it- glue/tape it down.
- Read aloud- The Very, Very Far North- Ch. 6 to pg. 90 (first paragraph)
Dec 15- Days of school- 66
- Words of the Week- winter, snow, icicle, snowflake, mittens, earmuffs, toque, chilly, skating, hot chocolate
- Make your Winter Bingo card with true statements about you.
- Read aloud- The Very, Very Far North- Ch. 6
Dec 16- Days of school- 67
- Words of the Week- winter, snow, icicle, snowflake, mittens, earmuffs, toque, chilly, skating, hot chocolate
- Make your Winter Bingo card with true statements about you.
- Read aloud- The Very, Very Far North- Ch. 7 (to pg. 118)
- Spelling Activity- SP 4- Long a words sort
Dec 17- Days of school- 68
- Play Winter Bingo
- Play Blooket
- Read aloud- The Very, Very Far North- Ch. 8 (to pg. 128)
December 6-10
Dec 6- Days of school- 59
- Words of the week: now, find, long, down, day, did, get, come, made, may, part
- Writing Lesson- Review of Planning a story and writing about we do all the time.
-LSR 9- sounds of the letter "y" It can make the E sounds and the I sound. Cut out and sort the words to match the sound the my makes.
Dec 7- Days of school- 60
- Words of the week: now, find, long, down, day, did, get, come, made, may, part
-SP 1 - looking at word families, -ap, -eg, -ix, -op, -ug. Creating words using starting consonants or consonant blends and family endings. ex. st-op makes stop
- Read aloud- No Dogs Allowed by Sonia Manzano
Dec 9- Days of school- 62
- Words of the week: now, find, long, down, day, did, get, come, made, may, part
-SP 2 - looking at short vowel words, a, e, i, o, u. Creating words using letters and purple strip. ex. grab, sled, pit, fog, mud
- Read aloud- The Very, Very Far North
Dec 10- Days of school- 63
- Words of the week: now, find, long, down, day, did, get, come, made, may, part
-Writing Lesson: Digging Deeper: A good writer digs deeper into a story and thinks about WHY? For example: Why is Mrs. Fuller always loosing things? Maybe, it's because she has too much on her mind. Maybe, it's because she didn't put it away. Maybe, it's because she needs new glasses. All of these are good possibilities to answer the question WHY. As a writer, we need to answer that question for the reader because the reader cannot read our mind.
- Edit/Add to page 1 of your story
November 29- Dec 3
Nov 29- Days of school- 54
- Words of the week: should, people, than, water, first, been, called, am, who, its
- Practice making words with letters and purple strip
- Writing Lesson- Punctuation- period, question mark, exclamation mark.
Nov 29- Days of school- 55
- Words of the week: should, people, than, water, first, been, called, am, who, its
- Writing Lesson- Writing Goals- Writers reread their story with a check list.
-Writers self-assess what they have done well, what they are working on and what they need to prioritize.
-Writer's make goals for their writing. For example: My ending doesn't really end the story. Maybe I can work on that. (It would be checked under starting to)
Dec. 1- Days of school- 56
- Words of the week: should, people, than, water, first, been, called, am, who, its
- Writing Lesson- Writer's emulate after the masters (authors)
- Read Robert Munsch- I Have to Go! What does he do well? He told a story about something that happens to him every day. Andrew has to pee!
- Write a new story about something that you do all the time. Mrs. Fuller always loses things. Andrew always has to pee. What story can you write about what you do every day?
Dec. 2- Days of school- 57
- Words of the week: should, people, than, water, first, been, called, am, who, its
- Read Aloud- The Very, Very Far North
- Cut and bag LSR 8 booklet
- Practice organizing and sorting LSR 8 words
Dec. 3- Days of school- 58
- Words of the week: should, people, than, water, first, been, called, am, who, its
- Read Aloud- The Very, Very Far North
- Go Fish with LSR 8
November 22-26
Nov 22- Days of school- 49
- Words of the week: could, time, has, look, more, write, see, number, way, my
- Practice making words with letters and purple strip
- Writing Lesson- Crafting Powerful Endings
Look at what Master Writers do to create Powerful Endings
1. They bring the story full circle- ex. "Love You Forever"
2. They echo the beginning of the story- ex "If you give a Mouse a Cookie"
3. They solve the problem- ex "The Day the Crayons Quit"
4. They leave the reader with something to think about- ex "The Lorax"
5. They bring out the meaning- ex "How the Grinch Stole Christmas"
Nov 23- Days of school- 50
- Words of the week: could, time, has, look, more, write, see, number, way, my
- LSR 7- Recognize and Use Long Vowel Sounds in words with Silent e
- Writing Lesson- Crafting Powerful Endings continued
Look at what Master Writers do to create Powerful Endings
1. They bring the story full circle- ex. "Love You Forever"
2. They echo the beginning of the story- ex "If you give a Mouse a Cookie"
3. They solve the problem- ex "The Day the Crayons Quit"
4. They leave the reader with something to think about- ex "The Lorax"
5. They bring out the meaning- ex "How the Grinch Stole Christmas"
​
Revising
Writers think:
Have I set up my story the way I want?
Does my story set the stage for what is to come?
Does my story create the mood or feeling I want?
Does my beginning hook readers, and make them want to read more?
Can I slow down my most exciting part more and stretch it out?
Nov 24- Days of school- 51
- Words of the week: could, time, has, look, more, write, see, number, way, my
- Magic e- Spelling page
- Writing Lesson- Rereading Like Detectives
Rereading Like Detectives means rereading to make sure our writing says what you want it to say AND that it makes sense.
​
Writers look for end punctuation.
​
They ask themselves "Did I use punctuation on this page so that it makes sense?"
​
Lucy Calkins- Lessons from the Masters-Unit 1 Grade 2 Kit​
Nov 25- Days of school- 52
- Writing Lesson- Rereading Like Detectives continued
Rereading Like Detectives means rereading to make sure our writing says what you want it to say AND that it makes sense.
​
Writers look for end punctuation.
​
They ask themselves "Did I use punctuation on this page so that it makes sense?"
​
Lucy Calkins- Lessons from the Masters-Unit 1 Grade 2 Kit​
November 15-19
Nov 15- Days of school- 44
- Words of the week: would, like, them, two, no, go, make, into, some, him
- Practice making words with letters and purple strip
- Snap words are words we can spell in a snap (we just know how to do spell)
- Writing Lesson- Making our writing come to life. Using our five senses to add detail to our stories. Ex. I felt the breeze on my face. I saw thick dark gloomy clouds in the rainy sky.
Nov 16- Days of school- 45
- Words of the week: would, like, them, two, no, go, make, into, some, him
- Practice making words with letters and purple strip
- Writing Lesson- Crafting Powerful Small Moments (continued).
-Zoom in- "Writing is seeing, it's paying attention"
Writers need to ZOOM IN on a small moment, and capture it so that readers see the moment as the writer sees it. We do this by writing with lots of details.
- Read part of Owl Moon by Jane Yolen
- Jane could have written "We reached the trees." She instead wrote, "We reached the line of pine trees, black and pointy against the sky,..." She described the trees so tall that they touched the sky.
- Writing Guide- Glue in- Crafting Powerful Small Moments Title, Generate meaningful ideas for small moment writing, Capturing ideas in tiny topic notepads, Stretch out small moments, Zoom in! Write with LOTS of details, and Descriptive Details chart.
- Purple Book reading on TEAMs
-Self-Assessment on TEAMs (form)
Nov 17- Days of school- 46
- Words of the week: would, like, them, two, no, go, make, into, some, him
- Lesson and Writing Assignment on Seesaw
- First come the Zebra- Read Aloud
- Spelling Lesson- working with long vowel sounds, for example: name, seat, kite, boat, cute
- Assignment on Seesaw
- Purple Book
- Mrs. Fuller is doing reading tests
Nov 18- Days of school- 47
- Words of the week: would, like, them, two, no, go, make, into, some, him
- Practice spelling these words
- Read aloud- Geronimo
- Writing Lesson- asking questions about what we read? If the reader doesn't know the writer needs to write it in their story. A reader CANNOT read a writer's mind.
Nov 19- Days of school- 48
- Words of the week: would, like, them, two, no, go, make, into, some, him
- Writing Lesson- asking questions about what we read? If the reader doesn't know the writer needs to write it in their story. A reader CANNOT read a writer's mind.
- acting out a physical part of your story, what did you do with your body? Add exactly what you did as detail to your story
- acting out what someone said in your story? How did they say it? Add this juicy detail to your story.
November 8-12
Nov 8- Days of school- 41
- Words of the week: will, up, other, about, out, many, then, so, these, her
- Organize baggie of letters into pockets (put into a duo-tang)
- Calendar- Nov. 8
- Record a story for Mrs. Fuller on Seesaw
Nov 9- Days of school- 42
- Words of the week: will, up, other, about, out, many, then, so, these, her
- Phonemic Awareness practice- class practice
- Read aloud- Geronimo Stilton
- Writing Lesson- Stretching a story across the pages
- Difference between a watermelon and a seed story- Watermelons have many seeds in them but each seed is a small story all by itself.
- in your picture boxes- write in two or three words what you must tell on that page
Nov 10- Days of school- 43
- Words of the week: will, up, other, about, out, many, then, so, these, her
- Blends or Clusters review- Try the Seesaw activity again
- Remembrance Day Writing Activity and Poppy craft
- Remembrance Day Ceremony
November 1-5
Nov 1- Days of school- 37
- Words of the week:
- Writing Guide: Review of last year.
- Practice using say it, slide it,
hear it, write it.
- Practice using write it part by part.
Nov 2- Days of school- 38
- Words of the week: but, not, what, all were, we, when, your, can, said
- Bingo
- Read Aloud- Geronimo Stilton
Nov 3- Days of school- 38
- Words of the week: but, not, what, all were, we, when, your, can, said
- Writing Lesson: Authors tell meaningful stories
- Master Author examples- Jane Yolen and Angela Johnson
- these authors told small moment stories that left a BIG mark
- Idea Heart- Write down two or three ideas of memories or moments that left a big impact on you. Maybe you can remember all the details and can use our senses to help bring our memory to life.
- Review Bringing Stories to Life
- Review steps before publishing
- Spelling: Tic-Tac-Know
3 Activities using this weeks words
for each activity.
Nov 4- Days of school- 39
- Words of the week: but, not, what, all were, we, when, your, can, said
- Library with Mrs. F
- Spelling: Clusters (blends)- A cluster or a blend in a group of consonants that work together often in English. You can always hear each sound in a cluster or blend.
For example: step= the cluster is st, and we can hear both the s and the t sound
brown= the cluster is br, and we can hear both the b and the r sound
There are words without a cluster at all like the word sing, there are words with a cluster of two sounds like the word sting and there are words with a cluster of three sounds like in the word string.
- Writing Lesson: Writer's watch for little things that could become stories and they record their ideas. We will record our ideas down on our writing heart.
- Great writers can collect tiny details that can later turn into great stories. As great writers we can do the same thing.
- Looking at a Master writer- Jane Yolen- Used the idea of her husband and daughter going owling at night and turned it into a story.
- Great stories can come from things that have happened to us or people we know.
-Example: Mrs. Fuller heard about a moose in a school in Saskatoon. It reminded her of when there was a skunk living under her old school.
-Did you have anything strange happen to you with an animal? Discussion
-Choosing one of your writing ideas from your heart
-Writing time- 25 minutes- Touch- Tell - Sketch
October 25-29
October 25- Oct 25 Calendar (activity on Seesaw)
- Days of school- 32
- Words of the week: there, use, an, each, which, she, do, how, their, if
- Bingo activity
- Read 2/3 of the story Creepy Carrots by Aaron Reynolds
- Creepy Carrots booklet- pg. 1 make a prediction about what Jasper's plan is and explain your thinking
October 26- Days of school- 33
- Words of the week: there, use, an, each, which, she, do, how, their, if
- Writing Guide. Glue in Narrative Writing Anchor Chart title (on yellow paper) on the the first white page. On the back of that page glue How to Write a Story title on the middle top of pg. 2 (back of pg. 1)
- Reread the story Creepy Carrots by Aaron Reynolds
- Creepy Carrots booklet- pg. 1- What happened in the story? Was your prediction correct?
- Spelling concept- beginning blends- sc, sp, etc.
- Spelling Activity on Seesaw
October 27- Days of school- 34
- Words of the week: there, use, an, each, which, she, do, how, their, if
- Reread the story Creepy Carrots by Aaron Reynolds
- Creepy Carrots booklet- pg. 2- Order of the story
- pg. 12&13- roll a die and
draw a creepy carrot
- Spelling concept- beginning blends lesson 2
- Spelling Activities on Seesaw
October 28- Days of school- 35
- Words of the week: there, use, an, each, which, she, do, how, their, if
- Creepy Carrots booklet- pg. 3- Vocabulary- Creepy and Imagination
- pg. 4- Cause and Effect
- pg. 8- creepy, saw, everywhere, Jasper, carrots- rearrange the words to make a correct sentence.
- Library- learned about Sora the online library.
October 29- Days of school- 36
- Words of the week: there, use, an, each, which, she, do, how, their, if
- Creepy Carrots booklet- pg. 9-What was your favourite part of the book and why?
- pg. 10- Who did the fence help the most and why?
*Remember to use full sentences ex. My favourite part of the book was when....
ex. The fence helped _____ the most because...
- Reading Testing on Teams- Purple Book in assignments
October 18-22
October 18- Oct XVlll Calendar (activity on Seesaw)
- Days of school- 28
- Created personal Calendar- to help us with our calendar activity.
- Learned the song and actions- Days of the Week
- Words of the week: at, be, this, have, from, or, one, had, by, words
- Review of double consonants- activity on seesaw
October 19- Oct 19 Calendar (activity on Seesaw)
- Days of school- 29
- Created personal Calendar- to help us with our calendar activity.
- Read: Creak said the bed- linked to YouTube
- What do you notice about the writing? About how it is written physically?
- Story of the three little pigs.
- Learned writing technique- Touch- Tell- Sketch- Stretching the story across the pages.
Touch-Tell
1. Touch the page (pg 1)
2. Tell what happens first in the story.
3. Touch the page (pg 2)
4. Tell what happens next in the story.
5. Touch the page (pg 3)
6. Tell what happens then in the story.
7. Touch the page (pg 4)
8. Tell what happens last in the story.
Sketch what you said would happen on each page. Remeber a sketch is a quick (short) drawing, not too much detail.
October 20- Oct 20 Calendar (activity on Seesaw)
- Days of school- 30
- Review Story of the three little pigs.
- Review writing technique- Touch- Tell- Sketch- Stretching the story across the pages.
- How to write a story- review from grade 1
1. Think of an idea- something that happened to you or something you do.
2. Planning -> Touch, Tell and Sketch across the pages
3. Write- Write what happens on each please. Be sure to sound out the word slowly so you can hear all the sounds.
- Finish writing your Three Little Pigs story.
**If you are done that story, start your own story!**
October 21- Oct 21 Calendar (activity on Seesaw)
- Days of school- 31
- Library With Mrs. Fischbuch
- Sight Word Bingo
- Spelling-> Read- Ate a Peanut, Ate a Peanut
- What is the middle sound you hear? It is important to sound out a word slowly so that you can hear the sounds even in the middle. (Activity on Seesaw)
October 22- Catch up day
- Days of school- 32
- Today's class period was given to catch up on any missing assignments. Please check you Assignments backpack and Seesaw to make sure you are caught up.
October 4-8
October 4- Oct llll Calendar (activity on Seesaw- be sure to drag the instruction video away)
- Days of school- 23
- Before Reading: The Dinosaur Robot - do activity on Seesaw (The Dinosaur Robot)
- Read: The Dinosaur Robot on Literacy Pro Library (it is assigned to you)
- After Reading: do activity on Seesaw (The Dinosaur Robot 2)
October 5- Oct V Calendar (activity on Seesaw- pleasure turn on on teams (click turn in))
- Days of school- 24
- Spelling words- his, I, are, on, was, as, with, he, for, they
- Spelling activity- choose 3 to do today. Submit pictures of your three activities on teams and colour the three activity boxes you chose light purple to show that you did them Oct 5.
October 7- Oct Vll Calendar (activity on Seesaw- pleasure turn on on teams (click turn in))
- Days of school- 25
- Spelling words- his, I, are, on, was, as, with, he, for, they
- Spelling activity- choose 3 to do today. Submit pictures of your three activities on teams and colour the three activity boxes you chose light green to show that you did them Oct 6.
- Literacy Pro Library- read for 15 mins.
October 8- Oct Vlll Calendar (activity on Seesaw- pleasure turn on on teams (click turn in))
- Days of school- 26
- Spelling words- his, I, are, on, was, as, with, he, for, they
- Spelling concept- double consonants- played the game switch it.
- What are you thankful for? Three sentences and three pictures.
- Literacy Pro Library- read for 15 mins.
October 1
October 1- Calendar Journal- Friday, October 1, 2021
- Days of school- 22
- My New Teacher and Me
- Draw something else that could be in this story if
we added another page.
- Calendar Activities
- Spelling Assessment- if you need the words please
email me
- Take a picture of your list of words via email