memo term 3 unit 6 week 4&5
Dear Parents,
Below is an account of what was done during the past weeks.
Unit of Inquiry
Learners have already completed their work on the importance of water, reasons for water shortage and how to make sustainable use of that precious liquid. They are actually busy working on their summative assessment, which is an informative text based on the actual situation of water in the world, causes and effects of water shortage, and measures which could be taken to deal with the crisis.
Writing Workshop
Learners wrote poems on Water and it was quite surprising to see many wonderfully written ones based on different themes connected to water. Moreover, they did informal letter writing and wrote a letter to a pen friend in whose country there is abundant water supply. They had to express their feelings and hardships they face every day in their own country in terms of accessibility and availability of potable water. They were also given the freedom to refer to the story “Nobiah’s Well”, read earlier to them to get ideas to express some of the hardships.
Reading Workshop
Learners continued with their reading of “The Breadwinner”, as the story also relates to the water problem in countries facing war, social and political problems, and the resulting lack of infrastructure amongst others. Extracts of the text were given to them to elicit provocative questions from them.
Maths
Learners completed their work on capacity and real-life problems involving capacity. They also worked on area, perimeter and square roots. They have been able to understand the WHY and WHERE those concepts are applied in our daily life. Reinforcement as well as revision work is still being done on concepts not fully mastered.
Next week the journey to this academic year pulls to its end and we thank you for having been supportive and collaborative throughout in terms of the interest you have always shown in your child’s education. At the end of a school year it is obvious that the children look forward to their holidays, but what they do not realise is that learning has not stopped. We would not like our children to come back to school next year, having lost some of their reading and writing skills simply because they have been cut off from school. We can prevent this from happening if they are encouraged to keep in touch with their learning. For any age, one of the best free resources for math practice is https://www.khanacademy.org. This is very well-known and offers learning activities and feedback for many learning areas. Your child can revise concepts already covered this year as reinforcement activities. For reading books, there are lots of researches available. One very good one is https://tumblebooklibrary.com (here’s a username: pps password: books that you can use). We would appreciate if you could make reading a daily activity for your children despite being on holidays. For writing they can still write their own or imaginative stories using the writing process.
Well, that’s all from the Year 5 team and we look forward to seeing you at the Parent Orientation sessions on 9th of January and all the students on the 13th January, 2020.
Latest updates in French
Module de Recherche(UOI) The students will work on their summative assessment: the creation of a poster/ pamphlet with slogans/ informations on – “L’importance de l’eau et comment la conserver”.
Students write notices related to a water issue thus informing the public about the necessary precautions to undertake.
Students will be involved in the following activities:
1. Empathetic writing through the written conversation between two animals living in water discussing about their consecutive lives.
2. Empathetic writing through the writing of messages (one animal expressing his feelings/ sufferings/ worries through a written message to another animal).
Atelier d`écriture (Writing workshop) For the writing workshop, the students shared with their classmates the reading aloud of their individual stories. For the writing workshop, the students will continue the sharing and reading of their individual stories.
Atelier de Lecture(Reading workshop) Reading of a fable de Jean de la Fontaine entitled ‘’ Le lièvre et la tortue’’.
Reading response: Discuss personality and behaviour of a fable character.
Reading of a fable of their choice de Jean de la Fontaine.
Reading response: Identify and explain the basic elements of a fable (plot, setting, theme, characters).
Conventions Inquiry into: Les homophones grammaticaux (Tous/tout/toute/toutes, leur/leurs) Inquiry into: Les cris-les habitats- les males-les femelles- les petits des animaux.
Additional information:
• Encourage your child to keep reading books over the holidays. This will help to develop a love of reading as well as the reading skills. Furthermore, while coming across unfamiliar words, they could look for the meaning of these words and keep a record of these in a copybook.
• Encourage your child to keep writing any genres of writing as often as possible over the holidays. This will help to enhance their writing skills.
• Encourage your child to refer to the ‘’Bescherelle’’ book for consolidating the verb conjugation.
Yours sincerely,
Year 5 Team
Below is an account of what was done during the past weeks.
Unit of Inquiry
Learners have already completed their work on the importance of water, reasons for water shortage and how to make sustainable use of that precious liquid. They are actually busy working on their summative assessment, which is an informative text based on the actual situation of water in the world, causes and effects of water shortage, and measures which could be taken to deal with the crisis.
Writing Workshop
Learners wrote poems on Water and it was quite surprising to see many wonderfully written ones based on different themes connected to water. Moreover, they did informal letter writing and wrote a letter to a pen friend in whose country there is abundant water supply. They had to express their feelings and hardships they face every day in their own country in terms of accessibility and availability of potable water. They were also given the freedom to refer to the story “Nobiah’s Well”, read earlier to them to get ideas to express some of the hardships.
Reading Workshop
Learners continued with their reading of “The Breadwinner”, as the story also relates to the water problem in countries facing war, social and political problems, and the resulting lack of infrastructure amongst others. Extracts of the text were given to them to elicit provocative questions from them.
Maths
Learners completed their work on capacity and real-life problems involving capacity. They also worked on area, perimeter and square roots. They have been able to understand the WHY and WHERE those concepts are applied in our daily life. Reinforcement as well as revision work is still being done on concepts not fully mastered.
Next week the journey to this academic year pulls to its end and we thank you for having been supportive and collaborative throughout in terms of the interest you have always shown in your child’s education. At the end of a school year it is obvious that the children look forward to their holidays, but what they do not realise is that learning has not stopped. We would not like our children to come back to school next year, having lost some of their reading and writing skills simply because they have been cut off from school. We can prevent this from happening if they are encouraged to keep in touch with their learning. For any age, one of the best free resources for math practice is https://www.khanacademy.org. This is very well-known and offers learning activities and feedback for many learning areas. Your child can revise concepts already covered this year as reinforcement activities. For reading books, there are lots of researches available. One very good one is https://tumblebooklibrary.com (here’s a username: pps password: books that you can use). We would appreciate if you could make reading a daily activity for your children despite being on holidays. For writing they can still write their own or imaginative stories using the writing process.
Well, that’s all from the Year 5 team and we look forward to seeing you at the Parent Orientation sessions on 9th of January and all the students on the 13th January, 2020.
Latest updates in French
Module de Recherche(UOI) The students will work on their summative assessment: the creation of a poster/ pamphlet with slogans/ informations on – “L’importance de l’eau et comment la conserver”.
Students write notices related to a water issue thus informing the public about the necessary precautions to undertake.
Students will be involved in the following activities:
1. Empathetic writing through the written conversation between two animals living in water discussing about their consecutive lives.
2. Empathetic writing through the writing of messages (one animal expressing his feelings/ sufferings/ worries through a written message to another animal).
Atelier d`écriture (Writing workshop) For the writing workshop, the students shared with their classmates the reading aloud of their individual stories. For the writing workshop, the students will continue the sharing and reading of their individual stories.
Atelier de Lecture(Reading workshop) Reading of a fable de Jean de la Fontaine entitled ‘’ Le lièvre et la tortue’’.
Reading response: Discuss personality and behaviour of a fable character.
Reading of a fable of their choice de Jean de la Fontaine.
Reading response: Identify and explain the basic elements of a fable (plot, setting, theme, characters).
Conventions Inquiry into: Les homophones grammaticaux (Tous/tout/toute/toutes, leur/leurs) Inquiry into: Les cris-les habitats- les males-les femelles- les petits des animaux.
Additional information:
• Encourage your child to keep reading books over the holidays. This will help to develop a love of reading as well as the reading skills. Furthermore, while coming across unfamiliar words, they could look for the meaning of these words and keep a record of these in a copybook.
• Encourage your child to keep writing any genres of writing as often as possible over the holidays. This will help to enhance their writing skills.
• Encourage your child to refer to the ‘’Bescherelle’’ book for consolidating the verb conjugation.
Yours sincerely,
Year 5 Team
memo term 3 unit 6 week 2&3
Latest updates from Year 5
Week 21st -25th October
Coming week 28th October-1st November
Unit of Inquiry
Learners completed their presentation on Children’s rights for their summative assessment. They have started their new unit on water and attended to their pre-unit assessment as well as their first line of inquiry on the importance of water. In that context, they read different passages provided to them together from the unit books on how water is essential for life on Earth.
Learners will look at the water cycle and will identify possible situations that can affect it in various parts of the world. They will also look at the different obstacles, from its source to our homes, that exist on its way.
Writing Workshop
Learners completed their story writing and were able to take it through the writing cycle that is their pieces were revised, edited and published for many. Some are still in the process and will be completed in the coming days.
Learners will be looking at letter writing. They will analyze it to identify the features of different letters as a way to support their support their summative assessment for this unit where they will have to write a letter to inform of the water problems in a particular region.
Reading Workshop
Learners continued reading “The Breadwinner”, as the story also relates to the water problem in countries facing war and the resulting lack of infrastructure.
Learners started comparing texts from the same author to identify common themes. An example was learners read “Fly Away Home” and “Gleam and Glow” by Eve Bunting and found connections between the two books.
Learners will be looking into poems. They will work on different types of poems related to water namely haikus, rhyme and verses as well as shape poems. They will look at their features before trying them out.
Maths
Learners completed their work on fractions, decimal and percentage and they were able to model each form. They also started working on capacity in relation to the unit on water. Learners were able to understand the difference between capacity and volume and were able to convert units namely L to Cl to mL and cm3
For the coming week, learners will complete their work on capacity and will be attending to real life problems involving capacity. They will also look at calculating volume to come up with a formula to calculate it.
Latest updates in French
Week 21st -25th October
Coming week 28th October-1st November (if students are ready)
Module de Recherche(UOI)
- Students read a text entitled ‘’ Les révoltés de la Bounty, Jules Vernes’’, they applied the summarizing and paraphrasing reading strategy, they had an opportunity to extract important information from this text.
- Students were also involved in a discussion on the impact of water on humans, on the issues related to water and the proposed solutions to those issues. They created as a group work a fish-bone activity in which they wrote down the issues related to water and their proposed solutions to those issues.
Atelier d`écriture (Writing workshop)
- Taking time to reflect on what has been done during the whole year reading /writing workshop.
- Completion of the Portfolio for student-led conference, students getting ready to present their portfolio to their parents.
Atelier de Lecture(Reading workshop)
Reading of a fable de Jean de la Fontaine entitled ‘’ Le loup, la chèvre et le chevreau’’.
Reading response: Identify and explain the basic elements of a fable (plot, setting, theme, characters).
Reading of a fable de Jean de la Fontaine entitled ‘’ Le lièvre et la tortue’’.
Reading response: Discuss personality and behaviour of a fable character.
Conventions
Inquiry into: Les homophones grammaticaux : (Là/ la/l’a/ l’as, sans/ s’en, quel/ quelle/quels/quelles/ qu’elle/qu’elles)
Inquiry into: Les homophones grammaticaux (Tous/tout/toute/toutes, leur/leurs)
Additional information:
- Encourage your child to develop a sense of responsibility and take ownership of his own learning. The home learning log must be returned each Tuesday.
- Encourage your child to read any book that captures his or her attention. This will help develop a love of reading.
- Encourage your child to be involved in writing as often as possible (letters, messages, recipes ….). Focus on the meaning of the message and don’t be overly concerned with errors.
Students of year 5 were invited to finish their worksheet on the sound [j]
http://www.les-coccinelles.fr/lienpage1/son/etude_sons_mots_fleches/son_consonne_fricative_j_mots_fleches_avec_aide.pdf
They were then invited to pick any 10 words having sound [j] and write a sentence with each word.
The year 5 students were also asked to express their likes and dislikes when it comes to sports and leisure.
memo term 3 unit 6 week 1
Friday, 11th October, 2019
Year 5 Classes
Although most children are ready for the Summative Assessment on ‘Children’s Rights’, some are still fine-tuning their presentations, while some others are adding missing information. It was very interesting to see that children are now applying what they learnt earlier with writing informative texts and the importance of illustrations in this genre of writing. As a result, the posters that the children have prepared for their presentations are looking colourful as well as informative. A few pairs are also preparing their speeches for their audience. On this note, this week we are starting the next unit of inquiry, focussed around concepts related to water, where the Central Idea is ‘Water is essential for life and needs to be used in a sustainable way.’
In the Reading Workshop, the story Gleam and Glow by Eve Bunting was thoroughly enjoyed by the children. The inferring of the theme in the story was a bit challenging, although the children had inferred themes of similar stories in the past two terms. However, after questioning and probing into the theme, the children have developed a greater understanding of what a theme means. The story, The Breadwinner, will continue to be read to the children as they are eagerly waiting to know the outcome of the story.
Children are now learning different ways of ending their stories, they analysed some endings of mentor stories namely, Fireflies by Julie Brinkloe and Charlotte’s Web by E.B.White, two wonderful authors who end their stories in ways which leave the reader spellbound. The children are now using all the revision strategies which have been taught to make their stories interesting reads. Besides this, they are writing a non-fiction text on ‘The street in which they live’ where they are using descriptive words learnt to make it more visual for the reader. Moreover, the children will then learn about editing and publishing these two pieces of writing. Children really look like busy bees and it feels so good to see children involved and focused and feeling proud of their achievements. They now have a repertoire of strategies for improving their writing.
In the Math Workshop, they have learnt fractions, decimal fractions and percentages. To build on this, concepts of addition and subtraction of decimals will also be taught. The children are working at their own pace and are consolidating their understanding of these concepts. However, the learning of times tables is a must, as it will help children to complete work accurately and quickly. We are, therefore, requesting all parents to help support their child in learning the times tables at home. This week, all Math logs will be sent home and you will have the opportunity not only to see what your child is doing during the Math Workshop, but also to praise your child.
Main French:
Conventions: Students inquired into ‘Les homophones’:
• (a/as/à), (ont/on/on n’), (est/es/et), (son/sont)
For the coming week, the students will still inquire into ‘Les homophones’:
• (ses/ces, mes/mais, se/ce/s’/c’, ou/où)
Module de recherche:
Last week, the students presented their summative assessment (the creation of posters/ pamphlets with slogans) to the class with the aim of convincing the public on the importance of children’s rights.
For the coming week, the students will do their Pre-unit assessment. They will be involved in the visible thinking routine, I see/I think/ I wonder, where the students will observe and analyse pictures on water and they will respond in groups and write down their interpretations of those pictures. They will also read and respond to a text on water entitled ‘Nos besoins en eau’’, ‘Les pollutions domestiques’ to look for explicit and implicit information - mismatching of pictures from different elements of household tasks to their respective water sources.
Cahier de lecture (Fables de Jean de la Fontaine) :
Concerning the reading workshop, last week, the students read a fable entitled ‘’l’âne et le petit chien’’ and did the following reading response: Read and write about one character of a fable and explain its behaviour.
For the coming week, the students will read another fable entitled “La Grenouille et le Rat” and will do the following reading response: Ecris un paragraphe sur le portrait physique du rat et représente cette description à travers une illustration.
Atelier d’écriture: The students have reached the editing part of the writing process where they are revising and refining their initial stories started in the second term.
For the coming week, the students will still work on the editing part of the writing process and some might even start publishing their stories.
French as an Additional Language
Year 5 students were given a few exercises to consolidate “Le féminin des adjectifs”. Afterwards, they were given a text with different words having sound [j]. They were asked to guess the sound which was persistent in the text and they came along with the focused sound. They were then invited to underline the words having the sound [j] in the text. They were then activities where they had to recognise the letters giving the sound [j]. They then had a matching activity, true or false activity and a crossword all focused on the sound [j].
Some of the new words the students came across are: jupe/ skirt, bijoux/ jewelleries, jonquille/daffodils, nuage/cloud, neige/snow, gentil/kind, singe/monkey, etc.
Year 5 Classes
Although most children are ready for the Summative Assessment on ‘Children’s Rights’, some are still fine-tuning their presentations, while some others are adding missing information. It was very interesting to see that children are now applying what they learnt earlier with writing informative texts and the importance of illustrations in this genre of writing. As a result, the posters that the children have prepared for their presentations are looking colourful as well as informative. A few pairs are also preparing their speeches for their audience. On this note, this week we are starting the next unit of inquiry, focussed around concepts related to water, where the Central Idea is ‘Water is essential for life and needs to be used in a sustainable way.’
In the Reading Workshop, the story Gleam and Glow by Eve Bunting was thoroughly enjoyed by the children. The inferring of the theme in the story was a bit challenging, although the children had inferred themes of similar stories in the past two terms. However, after questioning and probing into the theme, the children have developed a greater understanding of what a theme means. The story, The Breadwinner, will continue to be read to the children as they are eagerly waiting to know the outcome of the story.
Children are now learning different ways of ending their stories, they analysed some endings of mentor stories namely, Fireflies by Julie Brinkloe and Charlotte’s Web by E.B.White, two wonderful authors who end their stories in ways which leave the reader spellbound. The children are now using all the revision strategies which have been taught to make their stories interesting reads. Besides this, they are writing a non-fiction text on ‘The street in which they live’ where they are using descriptive words learnt to make it more visual for the reader. Moreover, the children will then learn about editing and publishing these two pieces of writing. Children really look like busy bees and it feels so good to see children involved and focused and feeling proud of their achievements. They now have a repertoire of strategies for improving their writing.
In the Math Workshop, they have learnt fractions, decimal fractions and percentages. To build on this, concepts of addition and subtraction of decimals will also be taught. The children are working at their own pace and are consolidating their understanding of these concepts. However, the learning of times tables is a must, as it will help children to complete work accurately and quickly. We are, therefore, requesting all parents to help support their child in learning the times tables at home. This week, all Math logs will be sent home and you will have the opportunity not only to see what your child is doing during the Math Workshop, but also to praise your child.
Main French:
Conventions: Students inquired into ‘Les homophones’:
• (a/as/à), (ont/on/on n’), (est/es/et), (son/sont)
For the coming week, the students will still inquire into ‘Les homophones’:
• (ses/ces, mes/mais, se/ce/s’/c’, ou/où)
Module de recherche:
Last week, the students presented their summative assessment (the creation of posters/ pamphlets with slogans) to the class with the aim of convincing the public on the importance of children’s rights.
For the coming week, the students will do their Pre-unit assessment. They will be involved in the visible thinking routine, I see/I think/ I wonder, where the students will observe and analyse pictures on water and they will respond in groups and write down their interpretations of those pictures. They will also read and respond to a text on water entitled ‘Nos besoins en eau’’, ‘Les pollutions domestiques’ to look for explicit and implicit information - mismatching of pictures from different elements of household tasks to their respective water sources.
Cahier de lecture (Fables de Jean de la Fontaine) :
Concerning the reading workshop, last week, the students read a fable entitled ‘’l’âne et le petit chien’’ and did the following reading response: Read and write about one character of a fable and explain its behaviour.
For the coming week, the students will read another fable entitled “La Grenouille et le Rat” and will do the following reading response: Ecris un paragraphe sur le portrait physique du rat et représente cette description à travers une illustration.
Atelier d’écriture: The students have reached the editing part of the writing process where they are revising and refining their initial stories started in the second term.
For the coming week, the students will still work on the editing part of the writing process and some might even start publishing their stories.
French as an Additional Language
Year 5 students were given a few exercises to consolidate “Le féminin des adjectifs”. Afterwards, they were given a text with different words having sound [j]. They were asked to guess the sound which was persistent in the text and they came along with the focused sound. They were then invited to underline the words having the sound [j] in the text. They were then activities where they had to recognise the letters giving the sound [j]. They then had a matching activity, true or false activity and a crossword all focused on the sound [j].
Some of the new words the students came across are: jupe/ skirt, bijoux/ jewelleries, jonquille/daffodils, nuage/cloud, neige/snow, gentil/kind, singe/monkey, etc.
MEMO HEBDOMADAIRE TRIMESTRE 3 UNITE 5 SEMAINE 3
Dear parents,
Here are the latest updates of what has been done in French during those past two weeks.
Main French:
Conventions: Students inquired into:
For the coming week, the students will work on their summative assessment: Creation of posters/ pamphlets bearing slogans with the aim of convincing the public on the importance of children’s rights.
Cahier de lecture (Fables de Jean de la Fontaine) : The students wrote about their favourite part in ‘’Les loups et les brebis’’ and the most important parts in ‘’Le berger et la mer’’.
For the coming week, the students will write about one character in ‘’l’âne et le petit chien’’ and explain its behaviour.
Atelier d’écriture: The students have reached the editing part of the writing process where they are revising and refining their initial stories started in the second term.
For the coming week, the students will still work on the editing part of the writing process and some might even start publishing their stories.
Thank you for reading
Kind regards
Elizabeth Toussaint
Here are the latest updates of what has been done in French during those past two weeks.
Main French:
Conventions: Students inquired into:
- ‘’Le passé simple des verbes du 1er /2ème / 3ème groupes’’
- ‘’Le subjonctif présent des verbes du 1er / 2ème/3ème groupes’’
- ‘Les mots de liaison dans la phrase complexe’ – les conjonctions/les pronoms relatifs.
For the coming week, the students will work on their summative assessment: Creation of posters/ pamphlets bearing slogans with the aim of convincing the public on the importance of children’s rights.
Cahier de lecture (Fables de Jean de la Fontaine) : The students wrote about their favourite part in ‘’Les loups et les brebis’’ and the most important parts in ‘’Le berger et la mer’’.
For the coming week, the students will write about one character in ‘’l’âne et le petit chien’’ and explain its behaviour.
Atelier d’écriture: The students have reached the editing part of the writing process where they are revising and refining their initial stories started in the second term.
For the coming week, the students will still work on the editing part of the writing process and some might even start publishing their stories.
Thank you for reading
Kind regards
Elizabeth Toussaint
memo hebdomadaire trimestre 3 unite 5 semaine 2
french_reflection_t3u5wk2.docx | |
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memo hebdomadaire trimestre 3 unite 5 semaine 1
french_reflection_t3u5wk_1.docx | |
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memo hebdomadaire trimestre 2 unite 2 semaine 7
5b_term_2unit_1_wk_4.docx | |
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memo hebdomadaire trimestre 2 unite 1 semaine 4
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memo hebdomadaire trimestre 2 unite 1 semaine 3
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memo hebdomadaire trimestre 2 unite 1 semaine 2
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Memo hebdomadaire trimestre 2 unite 1 semaine 1
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memo hebdomadaire #5
weekly_memo_5b.doc | |
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memo hebdomadaire #4
weekly_memo_4b.doc | |
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memo hebdomadaire #3
weekly_memo_3b.doc | |
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memo hebdomadaire #2
weekly_memo_2b.docx | |
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memo hebdomadaire #1
weekly_memo_1b.docx | |
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File Type: | docx |