I hope you enjoyed your child’s writing and reviewed it with him/her. Reflecting on his/her own learning is a very important part of learning process and yes, your child needs to be praised for his/her effort, too!
Here is some learning information and some photos. Enjoy!
We started our new nonfiction unit. There are three bends and the first one focuses on growing knowledge by reading nonfiction books. We can grow knowledge about a topic by reading books but we will learn much more if we put details, for instance, a little details on a diagram, which we could easily overlook, together (e.g., l notice the castle has a lot of high walls with holes. I notice there are many moats. I notice there are some people with spiky spears) , and come up with a big idea and develop knowledge (e.g., castles are built to protect people.) We will learn even more if we raise a question from the idea (e.g., Why were the people inside in such danger? Who was trying to get inside?) as we can find out the answer from other books and grow more knowledge about the topic!
We will read a lot of nonfiction books and do the big work to figure out what the book will teach us. We will be also constantly thinking ‘What is this text about?’ to set ourselves up to understand the structure of our nonfiction texts and to gather knowledge in effective and efficient ways.
Last year, the students probably wrote about topics on which they were experts. This year, we are learning a whole new kind of info writing. We are learning to write in a way that scientists write. We will come up with a question, then design and conduct multiple trials of a simple science experiment! Our Lab Report has to be written in a way that everyone can understand and follow easily. So far, we have learned to write a question, a hypothesis, materials, procedures, which should be clear and precise so that everyone will get the same or very similar/reliable results. Next week, we will also learn how to write our conclusion in a clear, convincing manner. We will study other scientists lab reports and writings and try to elaborate our lab reports. We will also self assess our writing against the checklist and set a goal to improve our writing.
We also shared our published narrative story with our classmates and we read our stories to them.
We started our new unit of study this week. It is about brain and our enduring understanding for this unit is: What I do and how I live affects my brain and learning. Please refer to the email I sent to you on Tue, 13th November.
It is important that your child understand the concept of the words listed in the letter. We will discuss around the words so please explain the meaning of the words in your home language.
This week, the students thought about what our brain need to stay healthy, what things affect our learning and how we can make our brain stronger. We also guessed what our brain does to our body and compared and observed a healthy brain and unhealthy one. The students have started to log their health journal. Please support your child to record it everyday. This will help us understand how our lifestyle could affect our brain.
Next week, We will inquire into these questions more deeply.
This week, we investigated 2D shapes, especially rectangles and other quadrilaterals.
- describing rectangles (4 sides and 4 right angles)
- describing quadrilaterals (4 sides but not 4 right angles
- Area, angle, vertex
- difference between rectangles and parallelograms
- describing/making rectangular arrays of tiles, using the words: column, row
- investigating how many different rectangles can be made from a given number of tile
- recognising that rectangular prisms have rectangular face
- recognising which faces of a rectangular prism are the same size and shape
Next week, we will be focusing on symmetry.
- Describing and identifying objects and designs that have mirror symmetry
- Constructing 2D and 3D symmetrical designs with mirror symmetry
- Identifying lines of symmetry
Structured Word Inquiry
We learned how to investigate the meaning of a word by asking four investigation questions:
We used these questions to find out why the word <sign> is spelled with a <g>. We came up with a hypothesis. We explored words that are related to <sign> like design, signal, signature and we figured out that they belong to the same word family because they share the same root.
Thank you to our Mystery Readers, Mrs. Reddona Garcia and Mrs. Nonn Kitaoka!
Mandarin Picking Field Trip
Christmas Concert: Friday, November 30th. Please read the mail I have sent you.