The latest comprehension strategy we have been learning is visualizing.
“When Readers visualize while reading:
- they are using words they hear or read in a text to create visual images or “movies in the mind”.
- they can turn on their brains just as they would turn on their TVs, to enjoy the many images they create.
- they’re training their brains for when they begin to read books that don’t include pictures with text.
- they are encouraged to activate their imaginations as they read
- they combine their own background knowledge with the words of the author to create mental images that enhance understanding of the text and bring reading to life.
- they are able to activate all their senses to create mental images.
- it is most likely when reading books about places, weather, or seasons that are filled with rich, descriptive, and vivid language.” Adrienne Gear, Reading Power
Over the past several days, the students created a winter cityscape in our art class. They spent a lot of time drawing their pictures with pencils, tracing their pencil lines with permanent marker, painting the background and buildings, and using white paint and Q-tips to create snowflakes. Their artwork is currently posted on the bulletin board at the back of our class.
Today our class helped the Warman Fire Department load Operation Christmas Child boxes onto one of their trucks. The students had a great time being helpful and contributing to a good cause.
Over the next few days you will receive a couple paragraphs to have a look at. The first paragraph is called “Me” writing because it is all about themselves. For the “Me” paragraph, students were guided through a planning phase before they began writing. The planning seems to have paid off. Many of the paragraphs have a lot detail and are their best writing sample so far this year. Good job grade three! I have completed the assessment checklist and made comments for you to look at.
The second paragraph coming home is on a topic of the students’ choice. This paragraph will include the writing checklist we use in class. When you have time, please go through the checklist with your child. If you feel you can help by editing this paragraph with your child, please do. This one-on-one teaching time is very valuable. Your insight and support for your child’s learning experiences is very valuable. If you decide to go through an editing process please remember we are trying to keep writing experiences as positive as we can. Some children are very reluctant to write and getting over that anxiety is our first goal. You know your children best and I know you will be able to provide a great supportive critique of their work. Thanks for all of your efforts and support!
– There is no school for students on the following days:
- Thursday, November 9
- Friday, November 10
- Monday, November 13
– Mathletics 2017 Math Showdown ends on November 12. The students’ free subscriptions will expire after this day.
– Grades 1-4 learning summaries will go home on November 24.
Students participating in Mathletics
Your child’s class has entered into the Mathletics 2017 Math Showdown Challenge. This is an international math challenge contested by schools from The United States and Canada. Students focus on mastering curriculum activities and increasing their math fluency. The students will have access to this program from now until November 12. Feel free to use this program from home. The students have login information inside their planners. There is a link to access the Mathletics website below:
Math Showdown 2017
You have until Thursday, October 19th to order your child Pizza Lunch for October 25th. Follow the instructions on www.HeathlyHunger.ca to order.
After reading Sarah Perry’s If… , our class worked on a questioning activity. Our goal was to come up with some deep thinking “What if” questions. The students wrote an “If” statement and 6 questions on a graphic organizer. I hope you enjoy their work!
In our math class, the students explored ways to count large collections of buttons, counters, and other objects. Working in groups, the students came up with many different ways to count their collections. Some groups counted by 5s, 10s, and even 100s. Even though there were many ways used to count, all of the students agreed it was easier to count large collections by putting the objects into groups.