Ms Antasha Grade 5 June, 2024

Word Detectives!

Words have the power to foster cooperation, connect generations and build relationships. Those same words, used recklessly, can discourage, destroy and devastate the hearts and minds of those who share this lovely planet with us.  

Let’s examine words to discover their meaning and gain understanding. Truly, understanding allows us to mean what we say when choosing our words.

Our Word Study lessons mostly explore prefixes, letters added before a base word, and suffixes, letters added after a base word. Both additions change the meaning of our initial word. We decode these words to find greater meaning to the base words we already know and expand the new words we learn by adding a prefix or suffix.

Let’s take a look at a list of words to see if we can find their meaning from the base word or either its prefix or suffix. We then make notes to break down the meaning of our base word. Our ability to make the best word choice before adding a prefix/suffix makes for an accurate use of our new word.

With notebook pages full of knowledge, we play a whiteboard game to check for comprehension. Ready – Set – Go! The new game challenge is to use picture examples, Word Study terms, and definitions to make a three-way match. By understanding or our word choices, we can use what we learn to win- In life and our class game.

Let’s discover and build language together! 

Mr Ward  Grade 5  (June, 2024)

Question Tags

As part of our grammar studies, we review and practice using question tags. Question tags can be complicated to use because the form changes depending on the verbs used in the first part of the sentence. Together we reviewed how to create question tags and took notes in our notebooks.

After reviewing how to make question tags, the students were given the first part of a sentence and the sentence tags. The students had to match the sentences and the question tags together.

Question tags are very useful in spoken English. Depending on the tone used, the listener understands if the speaker is seeking confirmation of information, thinks the listener will agree, or if they are unsure of the answer. In pairs, the students practiced asking and answering sentences with question tags. They practiced using different tones to imply different meanings in the questions.

Finally, the students practiced making sentences with question tags. They made a grid on a sheet of paper for 8 different sentences using question tags. For six of the sentences, they had to use different verbs. This made sure that they had a variety of practice with making the form. They made sure to focus on the structure and punctuation as well. They drew a picture for each of the sentences that they wrote.

Ms Antasha  Grade 5 (September, 2024)

When Review Meets the Memory Game

Often times, language learners are limited with their language practice over school breaks and holidays. Our students contend with Spring Festival, and to a greater extent, the summer holiday. Family time often expands our home languages. When classes resume, many students may feel they have forgotten what they recently learned.

The Memory Game is actually a variety of games and actualities planned to help students recall and use various parts of language, relating to the four-domains (listen, speak, read, and write). Remembering can be easy, stressful, or a range in-between the two, but the goal is to make these interactive reminders fun!

Grammar can be a challenging subject for many students and the element of fun a challenge for some teachers. A few colorful resources, some patience, and simple learning can build the energy for a creative lesson of remembering/learning that incorporates the four-domains from the whole class, smaller groups, to the individual student. Language learning should be consistent, not stressful!

In our class, we reviewed Parts of Speech by matching various English words to the categories of noun, pronoun, verb, and adjective. We added on to those categories as the class began to identify and correctly place our initial words. Our game concluded with table groups writing their own sentences and identifying prepositions, conjunctions, articles, interjections, and adverbs. Though it seems like a lot for our first week back, taken in bite-sized pieces, we confidently completed our review. 

Ms Jemma  Grade 5  (June, 2024)

Getting Statistical

Recently in 5.2 we have been looking at probability and statistics for Math. To begin with, we looked at some simple mathematical processes used to better understand data sets, such as how to calculate mean, mode, median and range. These are used to represent a typical data point and help students look for patterns and abnormalities in their data.

The students then reviewed some common charts and graphs that they looked at last year. Then we looked at two different methods for collecting data, the students were given pieces of yarn which they needed to examine and measure to collect data.

The second method required the students to create a questionnaire.

The students were asked to create their own imaginary chocolate bar to sell. To begin we needed to do some market research. The students created a questionnaire which included 8 sets of data, including name, flavor, chocolate types, etc.  They then asked their classmates, friends and family to gather some data.

Once the data had been complied the students presented the information using charts and graphs.

They each had one sheet of chart paper to present their data using at least 3 different chart and graphs. They also looked for patterns in their data to decide what would be the best choice for their imaginary chocolate bar.

Mr V  Grade 5  (June, 2024)

Sentence Building Blocks-Conjunctions

Conjunctions are important in writing because they help connect ideas and create relationships between different parts of a sentence. Words like "and," "but," "so," and "or" allow the writer to join together phrases and clauses, making sentences fit easily together and easier to understand. The conjunction “and” can be used to list a person’s favorite foods. The conjunction “but” can be used to explain how ideas are different. The conjunctions “so” and “or” can express cause, effect and choice. Without conjunctions, our sentences would be short and simple.

First, we looked at the answers from the previous day’s student interviews to create sentence starters. Then, the class discussed how we can use conjunctions to add more information. We learned to conjunctions can build sentences with more detailed information. Next, we took our interview responses and built them into more informative sentences by looking at a PowerPoint which explained how add the most common conjunction ‘and’ to add more information about a subject. Finally, we using our mini whiteboards, the students wrote about their interviewee using “and”, “but”, “so” and “or”. 

Ms Maria  Grade 5  (June, 2024)

The Great Inventions of Ancient China

The students began the month of May with briefly learning about various inventions that Ancient China is famous for through a Power Point and video. The class had a short discussion about the inventions and how they changed the entire world along with how society worked. These inventions include black gunpowder, fireworks, paper, printing, compass, trade, porcelain, Chinese traditional medicine, tea, silk, bronze ware, and weapons. Then the class was divided into 7 groups to do a more in-depth research into the various inventions created in Ancient China. Each group will be presenting their research as a lesson, teaching their classmates about one or two inventions per lesson throughout the month of June. Each group is responsible to provide a poster, key vocabulary, a worksheet, and quiz for their inventions. They are given the choice to include games, demonstrations, Power Points, videos, and other resources if they so choose to expand their lessons. Some of the students are creating models of their topic, while others are planning on doing demonstrations. Everyone has been busy making their poster unique and beautiful through drawing, painting, and coloring their poster along with writing key information on them. Other students are busy creating the lesson, and the speeches that everyone will use while teaching the class on their topic. The students are excited about their student led lessons that will be starting next week!

Ms Antasha  Grade 5  (April, 2023)

Follow the Light

The discussion of light, and all the wonderful things to learn about it, is often taught in a Physics class. However, we can use visible light from the electromagnetic spectrum to make some fun observations about how we see the world around us.  Light must “bounce back” from an object in order for us to see it, or the colours of it.  In our class topic of Light and Shadow, we take a comparative look at reflection, refraction, and the way light moves.

Our journey begins with a light wave bouncing off of a smooth surface, like water or a mirror, which reflects an image that matches the original. Think of a building reflected on a lake, or your own image in the mirror. A refracted image does not match the original.

Refraction is simply the bending of light. The science and calculations behind the bend have to do with the speed of light going faster or slower through a transparent object. Do you like rainbows? This form of refraction is a dispersion of white light that splits into a “rainbow-spectrum” as it passes through some forms of glass or water droplets. 

This introduction brought much hands-on interest as our students made visible comparison of light versus sound waves using a guitar and a ribbon, created live comparisons of reflection and refraction with foil, a spoon and mirror, and beamed white light through glass and crystals to make rainbows. What will you discover when you explore light?

Mr Ward  Grade 5  (March, 2023)

Seeing is Believing

One of our thematic units this year is Light and Shadow. As part of our unit on Light and Shadow, we have talked about the different properties of light. First, the students learned about natural and artificial light sources. The students named and labeled different sources.

We introduced the electromagnetic spectrum and talked about the range of light that is visible as well as talking about the light ranges that humans cannot see. We then talked about other properties of light. The students learned about opacity, transparency, and translucency. The students identified different objects that range from transparent to opaque.

We watched a video demonstration of a project. The students then attempted it themselves. We colored a paper wheel in different colors, attached it to a string and spun it. When it goes fast enough, the colors look white.

Finally, after talking about reflection and refraction, the students drew, folded and cut out the pieces to make a periscope. We helped them put in the mirrors. (10-11) After the periscopes were completed, the students were able to use the two mirrors within to see object out the other side of the periscope. Overall, we had a great time learning about the different properties of light and putting them to use.

Ms Jemma  Grade 5  (April, 2023)

Kindness is Magic

Last semester our Social Science topic was all about friendship. The students worked together to identify what elements make a good friend, these included qualities such as honesty, trustworthiness, fun, helpful, accepting and kind. With a focus on kindness the students answered the questions what does kindness mean? And why should I be kind?

Then we went online, and being kind became more important than ever, many people were struggling during this time. The students were challenged to complete 3 acts of kindness. Since we could not return to classes before the end on the semester, over the winter holidays students had time to complete their task. For each act of kindness they performed, they wrote a few sentences about what they did. Some were asked more details about their act of kindness. They were then given a card which they put on our notice board; once the cards were all there they created a huge picture. The students Enjoyed trying to guess what the completed picture would look like.

Our acts of kindness included, helping their family cook dinner, helping their friends find lost items and with difficult homework. Some students helped strangers carry their shopping and visit their grandparent to help clean.

Once the students had completed their acts of kindness it was my turn to show them some kindness so each student was rewarded with tickets and a small gift bag. I hope they will all keep their promise to be kind!

Mr V  Grade 5  (April, 2023)

How Big and Bad is the Big Bad Wolf? : Understanding Characters in a Story

5.3 are learning more about their favorite character in the books they will be reading. The project we will do takes the form of an interactive note book that focuses on six main story elements with character traits being the first. The students will search in the text for descriptions of the character’s actions, thoughts, feelings and spoken words to understand their favorite character’s personality. Students will be provided a model to use for their project. Arts and crafts combined with learning is a great way for students to enjoy learning while also expressing their creative side by using a variety of designs reflecting the students’ own personality and interests. The character the students choose can also be reflection of their personality and interests.

First, we did a model together, so the students could understand what they will do for their own character. We chose the Big, Bad Wolf for the model. Character adjectives used to describe him are often the same: dangerous, aggressive, dishonest, foolish and violent. Others might include sneaky and evil. There is the name and famous first words of the Big, Bad Wolf—“Little pig, little pig, Let me come in!” This line might seem innocent enough until the next line is introduced, which might be more famous—“I will huff and I will puff and I will blow your house down!” These first few lines of dialogue between the first pig and the Big, Bad Wolf allow the reader to understand that the Big, Bad Wolf is indeed Big and Bad. We look forward to seeing the students own Character Trait project!

Mr Ward   Grade 5  (January, 2022)

Bullying

In our class, we are learning about bullying, how to prevent it, and what to do if you witness it. The students watched a video of kids talking about bullying, why it happens, and what to do about it. (pic 1, 2) The students then had a class discussion on what to do. (pic 3, 4, 5)

As a class, we talked about what actions are bullying and what we can do about it.

As a group, we talked about self-control and controlling our emotions. We talked about how to control our emotions and practiced techniques like deep breathing. (pic 6)

The students, in groups of two, made posters about anti-bullying. We looked at different examples of anti-bullying posters. As a whole, we highlighted language that these posters used (pic 7). The students then worked on making their own posters using the ones we had seen for inspiration. (pic 8, 9, 10, 11, 12, 13)

Finally, the students worked together one more time to make a skit that talked about bullying. The students had to show awareness of different types of bullying and provide an anti-bullying message to the class. The students then presented their skits in front of the class. (pic 14, 15, 16)

Mr Matt  UELS (January, 2022)

At the Circus!

In UELS2, one Guided Reading story we read was “The Circus.” During Guided Reading, we discussed things you can see or do at the circus. The teacher also spent this time helping the students pronounce and understand circus related vocabulary words. Then, we spent a lesson taking notes in our Writing Strategies notebooks about circus related vocabulary words. The slides on the screens also showed pictures describing the words in order to help the students remember the words. After we learned some new words, we played a speaking and listening review game called “Hot Seat.” The class was split into two teams with each team having a member on the Hot Seat. The students on the Hot Seat could not look at the screen, but they were given spoken clues about which vocabulary word was projected onto the screen. The team that won earned prizes. After we learned our vocabulary words, we had an independent writing assignment with a circus picture prompt. The students used their Writing Strategies notebook to help come up with ideas, and they all wrote wonderful stories. After the teacher took a look at them, the students copied their stories onto special circus paper, cut them out, and decorated them. These final products are what are proudly displayed outside the UELS2 classroom!

Ms Antasha Grade 5 (February, 2022)

Welcome Year of the Tiger - 2022

What is more exciting than Chinese cultural traditions for the Lunar New Year?  If you ask our class, nothing!  The rest of the world may call it Chinese New Year or Spring Festival, while travel guides call it the largest human migration.  This annual holiday brings families together all over China.

In a personal narrative style, using learned sentence types, our scholars share their family, regional and cultural traditions practiced during this exciting time of the year.  They put their activities in order as they will be experienced throughout the seven day holiday and beyond.  Their expressed details share glad feeling, increase their vocabulary usage, and sharpen grammar skills.  

Our completed paragraphs were rewritten and added to a flying dragon or tiger inspired by the puppet tradition of pí yǐng xì {皮影戏}.

There are many cultural traditions we all experience throughout our lives.  It is a real treat to share these cheerful moments with others along the way.

Mr A Grade 5 (February, 2022)

5Ws to Writing a Paragraph: Now THAT’s a Tasty Hamburger!

In previous years, many students focused on writing about their family, friends, hobbies, and places around their home. We were able to learn common nouns and adjectives to use in our sentences when speaking and writing with a friend or teacher. As the years progress, students will take on a whole new vocabulary of new and unfamiliar words. But how do we use all this new information? Paragraphs and story writing! The focus this year for students will be to expand their sentence structures while in the classroom. Students will be to use a new variety of nouns, verbs, adjectives, adverbs, prepositions, punctuation, and sentence structures to write down their complete thoughts and ideas. One of these sentence structures is a personal favourite of mine which are the 5Ws (who, what, when, where, and why?). Using the 5Ws, students are able to give the reader a complete idea and picture inside their mind as they describe set and setting, which we will work on next semester. As students gain confidence and understanding when writing, the next challenge is to put everything that we’ve learned together into a complete structure that has a beginning, middle, and end. We call this a paragraph which holds at least 5 complete sentences. A paragraph has an introductory sentence, at least three juicy details, and finally a concluding sentence which holds it all together. Teachers usually use the hamburger method (see below) to show how students can essentially create a tasty meal from words alone!

Ms Jemma Grade 6 (February, 2022)

A Good Book

Book reports help students to organize their thoughts about a book, but they also help students to understand what is happening in the story. Recently in grade 5 we have been working on a mini book report. The class is about halfway through their guided reading book, so to help them follow the story they have been mapping out key events and characters on to triangular puzzle pieces. These pieces will be put together to make a ball book report.

One of the triangle pieces asks the students what they think of the story so far. We want to encourage students to write more detailed answers so we began this piece by looking at different opinions that we can have, and the vocabulary used to describe them. These opinions can be both positive and negative. Students made notes about the different opinions and gave examples of books for each of the opinions. For example, Harry Potter is an exciting book. Then we looked at adding evidence to our opinions, students found reasons and examples from their book to demonstrate their opinion. For example Harry Potter is an exciting book, the quidditch games are very fast and funny, this is why I really like this book.

Once the students have completed all eight pieces of their book report it was time to put them together to make a ball. Students cut out all the pieces and glued the sides together. Once complete the book reports looked great and we will hang them in our classroom.