Saturday 31 October 2015
Friday 30 October 2015
Thursday 29 October 2015
Tomorrow, (following our Science test of course!) Team Wilson is hosting a spooky Halloween FEAR FACTOR event! You have probably heard by now, and some of you have already brought in some food items to assist in our haunt! We are using foods from our 4 Healthy Food Groups to create the effect of horrifying body parts in a walk-through, put your hand in and feel activity!
We are using ...
big, round grapes - ripped out eyeballs
dried appricots - chopped off ears
cooked spaghetti in oil - guts
cauliflower - brain
pumpkin seeds - ripped off fingernails
cooked hot dog - chopped off finger
filled latex glove with ice - chopped off, clammy hand
Students are allowed to come to school dressed in black / orange / white and I told them if they wanted to wear a simple headband, bring scary gloves or some kind of simple costume piece to add to our scary walk through, they can. But it will only be worn during FEAR FACTOR!
TREATS:
There are 20 students in our class if you are planning to send in treats for the class. There are no allergies in my classroom, however, keep in mind we are a nut aware school.I will be sure to take pictures! Everyone is VERY excited about tomorrow! Thank you to those who contributed food items!
Happy Halloween Weekend!Coach Wilson
SECRET QUESTION: What food did we use to mimic guts in our FEAR FACTOR?
Tuesday 27 October 2015
The THRoW books didn't quite make it into all of the agendas yesterday! I'll be sure to send it home tonight!
If that should ever happen again, students are welcome to do their THRoW on a piece of paper and I will staple it into their books the next day!
Coach Wilson
Monday 26 October 2015
NEW HOMEWORK in THRoW
Now that the players on Team Wilson are experts at describing a character using character traits, we are moving our focus to Making Connections.
We use our SCHEMA (our memories, experiences, background knowledge and senses) to make connections as we read. There are 3 kinds of connections we will learn about...
Text to Self / Text to Text / Text to World
For now, we are focusing on TEXT TO SELF connections. So, for this week in your child's THRoW book, students are asked to read a fiction book of their own, or one from their Take Home Reading Pouch, and make a TEXT TO SELF connection. We can connect to how a character is FEELING easiest because we ALL share feelings. THis is what your THRoW may look like. I modelled one for students today after reading aloud the story Alexander and the Terrible, Horrible, No Good, Very Bad Day.
Alexander and the Terrible, Horrible, No Good, Very Bad Day
Date: October 26, 2015
In the fiction book Alexander and the Terrible, Horrible,
No Good, Very Bad Day, Alexander had a terrible day and
everything went wrong. When Alexander was riding in the car
he told everyone that if he didn't get a window seat, he would be sick,
but no one even answered him. I think Alexander felt ignored
and left out. I can understand how he feels because I have also
felt this way before. When I was trying to tell my dad about
something that happened at recess he was watching a foot ball
game on TV and wasn't really listening to me at all. I felt ignored
and left out because he didn't stop watching TV long enough to
look and listen to what I had to say.
I encourage you to discuss the book and how the character feels before your child starts writing in their THRoW book. Use my model as above for ideas on how to start. We talked about Copy Cat Connections and how I DO NOT want students to simply copy the exact situation that happened in the story. If they connect to a feeling, that feeling happened likely in a very different situation.
Here is a copy cat connection...
I understand how Alexander feels ignored because just like Alexander felt ignored when he was riding in the car and no one paid any attention to him when he said he needed a window seat or else he would be sick, I also rode in my car and told my dad I needed a window seat or else I would be sick but he ignored me (the exact same experience is not likely to have happened).
Encourage your child to connect to the main character's feelings and give an example of how they also felt this way in their own life. The key is to connect the feeling back to the story, thus making it a TEXT to SELF connection.
SCIENCE: This week, both grades will be writing an end of the unit Science test.
Grade 2 - Simple Machines
Grade 3 - Stability in Structures
I will send home their work books for review this week.
That's all for now!
Coach Wilson
Now that the players on Team Wilson are experts at describing a character using character traits, we are moving our focus to Making Connections. We use our SCHEMA (our memories, experiences, background knowledge and senses) to make connections as we read. There are 3 kinds of connections we will learn about...
Text to Self / Text to Text / Text to World
For now, we are focusing on TEXT TO SELF connections. So, for this week in your child's THRoW book, students are asked to read a fiction book of their own, or one from their Take Home Reading Pouch, and make a TEXT TO SELF connection. We can connect to how a character is FEELING easiest because we ALL share feelings. THis is what your THRoW may look like. I modelled one for students today after reading aloud the story Alexander and the Terrible, Horrible, No Good, Very Bad Day.Alexander and the Terrible, Horrible, No Good, Very Bad Day
Date: October 26, 2015
In the fiction book Alexander and the Terrible, Horrible,
No Good, Very Bad Day, Alexander had a terrible day and
everything went wrong. When Alexander was riding in the car
he told everyone that if he didn't get a window seat, he would be sick,
but no one even answered him. I think Alexander felt ignored
and left out. I can understand how he feels because I have also
felt this way before. When I was trying to tell my dad about
something that happened at recess he was watching a foot ball
game on TV and wasn't really listening to me at all. I felt ignored
and left out because he didn't stop watching TV long enough to
look and listen to what I had to say.
I encourage you to discuss the book and how the character feels before your child starts writing in their THRoW book. Use my model as above for ideas on how to start. We talked about Copy Cat Connections and how I DO NOT want students to simply copy the exact situation that happened in the story. If they connect to a feeling, that feeling happened likely in a very different situation.
Here is a copy cat connection...
I understand how Alexander feels ignored because just like Alexander felt ignored when he was riding in the car and no one paid any attention to him when he said he needed a window seat or else he would be sick, I also rode in my car and told my dad I needed a window seat or else I would be sick but he ignored me (the exact same experience is not likely to have happened).
Encourage your child to connect to the main character's feelings and give an example of how they also felt this way in their own life. The key is to connect the feeling back to the story, thus making it a TEXT to SELF connection.
SCIENCE: This week, both grades will be writing an end of the unit Science test.Grade 2 - Simple Machines
Grade 3 - Stability in Structures
I will send home their work books for review this week.
That's all for now!
Coach Wilson
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