Wednesday's Agenda
Jump Start!
Thinking about the story "Jack and the Beanstalk", write a few reason why you think the Giant was big and mean?
Literacy Component: Jump Start is a consistent part of the student's schedule. Each morning students will be greeted with a new Jump Start activity to complete. Today's activity gets the students to think about the classic story "Jack and the Beanstalk" from the Giant's perspective.
Teacher Role: Once the students have been given time to reflect and share with their Pods, the teacher will invite the class to discuss their ideas on the Giant's point of view. Using assessment AS learning, the teacher will ask the students to show using the thumbs up, thumbs down approach whether they found the activity difficult/challenging or easy. The teacher will then ask students to explain what strategies they could use to make the activity less challenging (example; review the stories beforehand).
Independent Reading
Students will select a book of choice from the provided levelled book bins. Students will read independently.
Literacy Component: Independent reading promotes practice in decoding skills, fluency and comprehension.
Teacher Role: The teacher should actively visit each student and check in on their comprehension of their chosen stories.
Reader's Theatre
Students will work in their groups, practicing their scripts and discussing their character's point of view. They will rehearse their voice and expression in order to emulate their character's perspective.
Literacy Component: Students will be able to explore their voice through expression in order to embody their character's point of view. This activity strongly supports the Oral Communication strand in the curriculum.
Teacher Role: The teacher should monitor each group's progress and make anecdotal notes on each of the students.
Guided Reading & Literacy Centres
Activity 1: Interactive Exploration: Students will create their own Fractured Tale using the online platform
Activity 2: Writer's Corner: Write a letter to A. Wolf in jail! What questions do you still have? Do you believe his side of the story? What about Granny?
Activity 3: Read and Retell! In partners, choose a fairy tale from the class library. Before reading, decide what character (other than the protagonist) could tell the story. As you read the story together, use sticky notes to change different parts of the story to highlight the character of choice's point of view.
Activity 4: Word work: Create a word cloud with as many fairy tale related words as you can!
Activity 5: Guided Reading
Literacy Component: Inspired by the Daily 5 model, our classroom portal's daily Guided Reading and Literacy Centres offer students the opportunity to rotate through different activities that promote comprehension and writing tasks. During this 40 minute block, students are expected to complete 1 of the activities. Each day they should choose a new activity. Some activities are individual while others will require partner or group work. The teacher will select 1 group each day to work with in a guided reading circle. Each group works on a rotation.
Teacher Role: The teacher will need to plan and prep each literacy centre activity prior to the beginning of each day. The teacher can then leave out the centres with their written/visual explanations for the students to read through. The teacher should explain each of the centres at the beginning of the week. During this time, the teacher will lead a group in a Guided Reading circle. The levelled books chosen should have a fairy tale theme.
Math: Elapsed Time
The students will read the story "Cinderella". They will then work in their pods to answer the Cinderella word problems. The whole group should first work together to solve one of the questions. Students will have 2 days to complete these questions before submitting them.
Literacy Component: The questions are directly linked with the story "Cinderella". The students will be engaged in attentive listening during the read aloud of the story.
Teacher Role: The teacher will read the storybook aloud. The teacher will then model how to calculate elapsed time using one the questions from the questions page. Once the groups begin working on these problems, the teacher should check in and support them when needed.
Music
Students will sing a long to popular Disney songs.
Literacy Component: This activity is directly linked to the theme of fairy tales. It also contributes to the development of fluency and expression of voice.
Teacher Role: The teacher will need to prepare in advance by finding the sing-a-long versions of a few popular Disney songs.
Social Studies
Students will compare the same two photographs from Monday; 1 from a First Nations Community in Canada in the early 1500s and another from a present day urban centre in Canada. The students will be asked to complete a "Claim, Support, Question" activity to encourage the students to think critically and from the perspective of those in the photos.
Literacy Component: This activity is linked with the Point of View unit as it gives the students a chance to engage in the perspective of those who came before us.
Teacher Role: The teacher will need to select the photographs to be used for this activity and then provide digital as well as print copies for the students to view. The teacher will explain the Claim, Support, and Question activity and encourage a discussion on each of these components for each of the photographs examined.
Ten Minute Tale
This is a consistent end of day routine for the students. They are asked to write whatever they choose for 10 minutes in their personal journals.
Literacy Component: The students may choose to write about a lesson they completed that day or be prompted by the Fairy Tale and Point of View themes to create a story of their own.This activity promotes writing practice, encoding strategies and brainstorming.
Teacher Role: The teacher should remind the students that this is a free write period for themselves. Nobody will be reading these messages, stories, lists or doodles. It is simply an opportunity for students to engage in the act of writing.
Jump Start!
Thinking about the story "Jack and the Beanstalk", write a few reason why you think the Giant was big and mean?
Literacy Component: Jump Start is a consistent part of the student's schedule. Each morning students will be greeted with a new Jump Start activity to complete. Today's activity gets the students to think about the classic story "Jack and the Beanstalk" from the Giant's perspective.
Teacher Role: Once the students have been given time to reflect and share with their Pods, the teacher will invite the class to discuss their ideas on the Giant's point of view. Using assessment AS learning, the teacher will ask the students to show using the thumbs up, thumbs down approach whether they found the activity difficult/challenging or easy. The teacher will then ask students to explain what strategies they could use to make the activity less challenging (example; review the stories beforehand).
Independent Reading
Students will select a book of choice from the provided levelled book bins. Students will read independently.
Literacy Component: Independent reading promotes practice in decoding skills, fluency and comprehension.
Teacher Role: The teacher should actively visit each student and check in on their comprehension of their chosen stories.
Reader's Theatre
Students will work in their groups, practicing their scripts and discussing their character's point of view. They will rehearse their voice and expression in order to emulate their character's perspective.
Literacy Component: Students will be able to explore their voice through expression in order to embody their character's point of view. This activity strongly supports the Oral Communication strand in the curriculum.
Teacher Role: The teacher should monitor each group's progress and make anecdotal notes on each of the students.
Guided Reading & Literacy Centres
Activity 1: Interactive Exploration: Students will create their own Fractured Tale using the online platform
Activity 2: Writer's Corner: Write a letter to A. Wolf in jail! What questions do you still have? Do you believe his side of the story? What about Granny?
Activity 3: Read and Retell! In partners, choose a fairy tale from the class library. Before reading, decide what character (other than the protagonist) could tell the story. As you read the story together, use sticky notes to change different parts of the story to highlight the character of choice's point of view.
Activity 4: Word work: Create a word cloud with as many fairy tale related words as you can!
Activity 5: Guided Reading
Literacy Component: Inspired by the Daily 5 model, our classroom portal's daily Guided Reading and Literacy Centres offer students the opportunity to rotate through different activities that promote comprehension and writing tasks. During this 40 minute block, students are expected to complete 1 of the activities. Each day they should choose a new activity. Some activities are individual while others will require partner or group work. The teacher will select 1 group each day to work with in a guided reading circle. Each group works on a rotation.
Teacher Role: The teacher will need to plan and prep each literacy centre activity prior to the beginning of each day. The teacher can then leave out the centres with their written/visual explanations for the students to read through. The teacher should explain each of the centres at the beginning of the week. During this time, the teacher will lead a group in a Guided Reading circle. The levelled books chosen should have a fairy tale theme.
Math: Elapsed Time
The students will read the story "Cinderella". They will then work in their pods to answer the Cinderella word problems. The whole group should first work together to solve one of the questions. Students will have 2 days to complete these questions before submitting them.
Literacy Component: The questions are directly linked with the story "Cinderella". The students will be engaged in attentive listening during the read aloud of the story.
Teacher Role: The teacher will read the storybook aloud. The teacher will then model how to calculate elapsed time using one the questions from the questions page. Once the groups begin working on these problems, the teacher should check in and support them when needed.
Music
Students will sing a long to popular Disney songs.
Literacy Component: This activity is directly linked to the theme of fairy tales. It also contributes to the development of fluency and expression of voice.
Teacher Role: The teacher will need to prepare in advance by finding the sing-a-long versions of a few popular Disney songs.
Social Studies
Students will compare the same two photographs from Monday; 1 from a First Nations Community in Canada in the early 1500s and another from a present day urban centre in Canada. The students will be asked to complete a "Claim, Support, Question" activity to encourage the students to think critically and from the perspective of those in the photos.
Literacy Component: This activity is linked with the Point of View unit as it gives the students a chance to engage in the perspective of those who came before us.
Teacher Role: The teacher will need to select the photographs to be used for this activity and then provide digital as well as print copies for the students to view. The teacher will explain the Claim, Support, and Question activity and encourage a discussion on each of these components for each of the photographs examined.
Ten Minute Tale
This is a consistent end of day routine for the students. They are asked to write whatever they choose for 10 minutes in their personal journals.
Literacy Component: The students may choose to write about a lesson they completed that day or be prompted by the Fairy Tale and Point of View themes to create a story of their own.This activity promotes writing practice, encoding strategies and brainstorming.
Teacher Role: The teacher should remind the students that this is a free write period for themselves. Nobody will be reading these messages, stories, lists or doodles. It is simply an opportunity for students to engage in the act of writing.