In Daily 5, we finally added "Listen to Reading" and "Word Work" because the "Read to Self" and "Partner Reading" elements were solid enough. For Listen to Reading, the kids select a story on an iPad to listen to. We use an app that highlights each word as it is read, so it is easy for the kids to read along as they hear the words read.
In Word Work, the activities will keep changing. We started off with a partner activity using the sight words we have covered. The partners each draw a word, they read the word, and then they try to make up a sentence that uses the 2 words (this last part was invented by the kids, and makes a funny ending to an otherwise somewhat dry activity!).
So now during our reading periods, the 4 activities are going on simultaneously. We do them in 10 minute blocks, and the kids chose each time which activity they will do. This gives me time to read one on one or with read with small groups.
Early in the week we took part in a school-wide activity, giving feedback about our playground. This process happened last year as well, and is a way of gathering data about the kids' needs and wants, leading up to the major renovations planned for our outdoor space. We looked at a map of the playground, and talked about which places needed improving. Then each child drew that place for them, and some added words.
The next day, with the help of parent volunteers, the kids affixed their tags to the places in the playground that they wanted to be better.
We began working with the material from the Life Timeline homework. We practised the French vocabulary for the common events on their timelines, and then they got into partners and told their partner a few basics about their lives.
Then the students started making larger illustrated timelines of their lives. For common events, I showed examples of a drawing and a sentence for each on the board. The kids copied some of these, and made some different ones for events unique to them.
In math, we moved on to subtraction with a number line. We again made a big number line on the carpet, and our dragon puppet friend asked which way he should jump for subtraction. We did some examples together using a number to subtract, and then the kids tried it on their own.
We also worked more on learning the decade number names and counting to 100. We also started playing a new game, similar to tic-tac-toe, to practice addition and subtraction.
We also met baby Tagore and his mom, in our Roots of Empathy session. It was very exciting!
Finally, we made ghosts as Halloween decorations (and as puppets, since the kids immediately began to animate them once they were made!).
We made cards for 2 students on the Friday: we celebrated a birthday, and said goodbye to a student whose family is moving away. We will miss you!
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