Thursday January 12th 2017
This morning students wrote: "Check out Scholastic magazine." in their agendas.
We started off our morning with French daily 5, followed by an agenda message about my clumsiness and wardrobe problems this morning-this allowed the class to practice clothing words. We also met the combo sounds in/im (the sound a buzzer makes), ai (The same sound E make when you say "Ello") and ent (found at the end of a word, that usually indicates a plural and makes no sound). Afterwards we completed our calendar document.
Then we had loads of fun with a "what we were wearing today!" fashion show. Each student was paired up, and asked to describe their partner before doing it for the show. The class had a hoot!
*NOTE* this could be a great game you could play at home
With the cold wind outside, we had an indoor recess (reminder: please feel free to send your child to school with a board game/stuffy for indoor recess)
After snack, we finished off our fashion show, and then completed the last of our HRTS presentations-this was certainly a fantastic reminder of the expected classroom behaviors.
The class solved a math word problem, and then the Grade 1's finished making their doubles book, and practiced their doubles with a doubles math game, during which time the Grade 2's learned about the people that have contributed to the community of Meteghan. We re-visited the story of Father Sigogne, and his contributions to the community of Meteghan. We tied this in by talking about a person that contributed to our own community (Father Lacombe). We discussed the importance of contributing to help a community grow into a better place. Students then wrote about Father Sigogne and his contribution to Meteghan in their Social Studies book.
In religion, we learned more about John the Baptist and what he did for God. We also learned the Glory Be prayer, we learned that when we say this prayer, we are praising God and saying that we believe God was always God and will always be God.
This afternoon, the class completed a round of Daily 5. In English, they continued their journey into elaborative writing. Most children do not have a clear sense of why their stories need elaborative detail. They are also unsure about when and how to add details to their writing. Usually, in response to the demand for adding details, the children typically add detail that falls into the following categories: color, size, emphasis (the very, very big dog)more action, and a grocery list. In order to expand children’s repertoire of descriptive tools, I began by raising why, when, and how questions about elaborative detail.
We started our journey by using a picture, which I covered. I told the students that the picture I had was of a neat, really awesome dog. I asked the class to imagine this neat, and awesome dog, and go to their spots to draw it.
We had a quick gym break with Mme Guylaine, and when the class returned, I held up the picture for display-a small bug-eyed chihuaha topped with a red sombrero trimmed in gold shiny thread. The class was frustrated that I didn't tell them about my picture so that they could draw it right, and it is then that we began to talk about details. We talked about how specific words can paint an elaborate picture, and I read an excerpt of the book: BFG by Roald Dahl. Afterwards, I told them that they would learn to write just like that. Paint a picture with their words. Students took the time to practice doing this, by describing what they took a picture of during their Christmas break. We will continue practicing this tomorrow.