Grade 1, 2, 3

It has been a busy few weeks for the Grade 1, 2, and 3 classes-- with field trips, pictures, and class activities.  For students that have not been in EAL for a short while-- it is imperative that they are practicing their reading, speaking, and listening at home!  New readers will be given to them at their next lesson.

Grade 8--Assignments

Grade 8 students should have been working on their English anthology-- making sure that they have been creatively designing an original book of poems that demonstrate their knowledge of the devices taught in both EAL and English.

Students in Grade 8 are also beginning a novel (that will be read aloud in EAL)-- there are activities that need to be completed for SUNDAY, MARCH 6th. 

Grade 6- Poetic Devices

Students in Grade 6 are reviewing the poetic devices learned (in EAL and English) by identifying and analyzing them in context.  They are also in the process of creating an anthology that demonstrates their understanding of each of the poetic devices that have been introduced.

Homework due:
-Thursday, March 3--  Find the assigned devices in the given poems
-Sunday, March 6-- Bring novel being read to English Class
-Sunday, March 6-- Science task sheet-- be sure you are working on the questions!
-Monday, March 7-- Among the Hidden  chapter questions are due!

Grade 4- Literature Circles and Writing

4A students are working on comprehension activities and fluency with oral reading. The title of the story they read today was "What is it?"-- relating to the scientific process and continuing a lesson from last week.  It would be helpful for these students to read (in English) nightly, so that they are able to practice picking out details and better recognize grade-level words.

4C students used their critical thinking skills to try to identify words out of context.  They made educated guesses and discussed their answers (these words will be defined before reading the next short story).  4C students also used vocabulary that was provided (taken from the unread story) to create a story-- what they thought the real story was about.  They focused on including story elements and the vocabulary given. 

Grade 9- Highway Man

 

Analyzing the Highway Man-- picking out the poetic devices and explaining the reasoning behind Alfred Noyes' choice of words.

Watching the video, found below, helped with comprehension and made it easier to create images to better understand the poem.

Grade 1- Hickory, Dickory, Poem!

Students in grade 1 are finishing their work with the nursery rhyme-- HICKORY, DICKORY, DOCK.  They created their own rhyming poems-- and created an image to go with their new poem.  Please ask your child to share their new poems with you. 

Grade 4- Let's Investigate (Science)

Today the literature group (4A) met to read using a "reader's theater" format.  We then answered the comprehension questions that accompanied the story. 

New Vocabulary:

Hypothesis
Observation
Theory
Scientific Method


Main questions-- Are you a scientist?  What makes you a scientist?  Are all scientists' theories correct?  What are some things that you want test or find some answers to?

(4C) Communication

We worked on communicating verbally -- complete sentences, restating the question, answering with WORDS and details.  One of the activities that was completed required the students to ask questions to other students (Grade 1 students)-- it was a really great experience for the older students because the little ones are very open and inquisitive, they made the Grade 4 students COMMUNICATE.  :)

Grade 8 and 9- Reflections for Story Starters (Impromptu Day)

The story starters that were created and shared last week were inspired by the few phrases that were provided, and the students did quite well with expressing some creative ideas.  On Tuesday, the students had an opportunity to view pictures that accompanied the titles and brief statements that they wrote about last week.  They were then asked to write a reflection related to the differences and similarities between their story starters and the pictures provided-- would they have written something different if the illustration was provided before they were asked to write?