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Grade Five Information Night
Transcript of Grade Five Information Night
Objectives for this Evening
5-1 Class Information Night
Through hands-on sharing, parents and child will explore:
How is the curriculum being taught?
How are students learning and what strategies are they using?
How is student learning being assessed?
How is technology used to support and enhance learning?
What can parents do to support their child's learning?
3-Part Math Problem Solving Lesson
By learning math through
, students are given numerous opportunities to connect mathematical ideas and to develop conceptual understanding.
helps students find enjoyment in math and often builds students' confidence
gives meaning to skills and concepts in all mathematical strands
allows students to reason, communicate ideas, make connections, and apply knowledge
increases opportunities for critical-thinking skills and collaborative skills with others
--The Ontario Curriculum: Mathematics 
How can parents support learning?
What is the learning goal?
Working through the Writing Process
graphic organizers and mind-mapping
teacher conferencing and guided workshops
focused mini-lessons and modeling of strategies
media literacy and educational online games
small group discussions and brainstorming
visual tools and hands-on manipulatives
cooperative learning and peer-assessment
co-created success criteria on anchor charts
student checklists and keyword lists
questioning charts and "thinking stems"
descriptive feedback for learning next steps
persuasive letter writing
non-fiction reading and research skills
public speaking and speech writing
reading and writing poetry
procedural writing -- a "how to" guide
geometric patterns and grid systems
polygons, prisms, pyramids, and triangles
acute, right, obtuse, and straight angles
area, perimetre, volume, and capacity
fractions and decimals
Canadian geography at "time of contact"
Early Settlers -- First Nations perspectives
Early Settlers -- European perspectives
Canadian heritage and identity "then and now"
Canadian relations with First Nations peoples
The Grade 5 Curriculum:
Using what we've learned, what makes a good...story, blog post, book trailer, solution to a math problem.
Reference specific expectations from the curriculum or key vocabulary
How will it be assessed?
Research and Organize Ideas
Variety of writing forms
Point of View
Real-Life Problem Solving
Consequences of Contact
between First Nations and Europeans
Analyse and Construct Maps
We focused on comprehension strategies and story elements using "The Fourteenth Goldfish" as our read aloud, we were ready to begin writing ourselves!
Students were able to apply concepts of "character", "setting", "problem and solution", using what they had learned, to their own written narratives.
Pre-Writing and Draft Stage
Take an online tour!
Step 1: Log on to Halton Cloud -- go to your "dropbox"
Step 2: Open your "story map" in your writing folder
Step 3: Make one change or addition based on
Ms. Horst's feedback, using the "comments"
Step 4: Open "story draft"
Revising and Editing
Step 1: Read the current version of "story draft"
Step 2: Open your "revision history" under FILE
-- click on each date to view, but do NOT "restore" --
Step 3: "View comments" to see peer suggestions
Step 4: Explain how YOU used the
Publishing and Evaluating
Step 1: Preview published story in Kidblog:
Step 2: Parents, please add a comment
Step 3: Review the "Short Story Self-Evaluation"
and ask your child what their writing goals are:
Step 4: Open "student learning profile" to view
assessment of success criteria
and next steps for writing
Working on It
Consolidation and Practise
Getting Started on the Problem
Step 1: Read the question
If all 30 students in our class wrote 15 blogs each, how many blogs altogether will our class have posted on Kidblog?
Step 2: Review the problem solving process:
Step 3: Discuss possible strategies and answer any questions
Step 4: Get organized -- chart paper and markers
Working on the Problem with a Partner
Step 1: Make a plan -- What strategies are you going to use?
Step 2: Take turns showing your math thinking using pictures, numbers, or words -- use what makes sense to you!
Step 3: Use a different strategy to double check your math thinking.
Step 4: Use words to explain how you use a multiplication strategy to solve the problem.
What does "working on math" look like in our classroom?
Talking about the Math
Step 1: Partner with another group:
Did you get the same answer?
Did they use different strategies to solve the problem?
Did they double check their solution?
What does "talking about math" look like in our classroom?
Step 2: Review the "math problem solving checklist":
Step 3: Open "student learning profile" to view
assessment of success criteria
and next steps for math!
Multiplication Word Problem
Assessment for Learning
This happens BEFORE teacher instruction begins, to help determine what students already know!
Assessment as Learning
This happens DURING instruction, with teacher support, modeling, and guidance!
Assessment of Learning
This happens at the END of the unit, which helps to inform teacher, student, and parents on "next steps".
Examples of Student Assessments
Use the online resources!
KWL charts and mind-mapping
co-created checklists based on success criteria
student blogs -- Kidblog
written reading responses
media literacy projects
writing self-assessments -- Google Form reflections
exit passes and sticky questions
running records [reading]
online math journals -- Kidblog
paper pencil assessments
math self-assessments -- Google Form reflections
problem solving paper charts
oral communication of math strategies and understanding
co-created checklists based on success criteria for effective problem solving
login to DreamBox for home math practice
"Ministry Parent Guides"
Language Arts: http://bit.ly/1z4gYyk
check your child's "student learning profile" regularly to stay informed
listen to your child read out loud daily to build on comprehension and fluency