|Before heading to the park, we agreed to evaluate our "active citizenship" and reflected on how we did this during our park play upon returning|
In Drama we closed our eyes and needed to imagine ourselves as an animal or a creature in an egg that got into a river and washed it to a beautiful place.
In reading time we did our personal learner reflections and also we set our learner goals.Then we practiced our goals for reading in the library.
|Eva Book Talks 'A-Z Mysteries; Lucky Lottery'|
|Shourya Book Talks 'Alvin Ho'|
|Antanas adds a book to his "Someday Book List"|
In unit time we connected ideas to the VIS mission in teams.
|Veronika, Yelyzaveta, Krista and Migle elaborate on how they connected their thinking to the VIS school mission|
In art some of us finished our self portraits. The rest of us drew pumpkins and made pipe cleaner spiders for Halloween.
In P.E. we started a new unit called "The Olympics Unit".
In math we learned the houses of hundreds, thousands, millions and billions and also we learned were to put commas in a big number.
|Students work to organise words in place value order|
|Mantas and Justas explain the rules and skills needed to play Goalball to grades 4 and 5|
by Migle and Gerda
This was a reflective week for grade 4L as we began to wrap up work and tasks involved with Unit 1.
In math, we began to explore equivalent names for numbers by working with Name Collection Boxes. Our goal was to challenge ourselves to work with fractions, decimals, percentages, negative numbers or any operation we might not be as comfortable using. We also started investigating place value. We looked for patterns in reading and writing large numbers. We discovered that:
- large numbers "live in families" where only 3 digits live in one house
- there is a repeating pattern of ones, tens and hundreds for every family
- the commas separate each family's house
- the commas come where we say the family name like thousand, million and billion
- each family is read as a whole number with 3 digits
- each digit has a value depending on it's place in a whole number
- we say the value of the digit when we read the whole number (example: 3,475 is read "three thousand, four hundred, seventy-five". The value of 7 is actually "seventy" as we just read
|We explore mathematical patterns we find in place value together|
In language arts, we took time to reflect on who we are as readers. We looked back at our reading logs to discover patterns and habits in our reading. We found our strengths and then created goals for areas where we believe we can improve to become better readers. We also enjoyed some free writing time this week without a specific genre assignment.
In unit, we began working on our summative assessment which is creating our classroom agreements. Since we have been working to build our classroom community for the past 6 weeks, we are very knowledgeable about what it takes to make our community a great place to learn and be. We used a Visible Thinking Routine called Generate-Sort-Connect- Elaborate to accomplish this task.
Our first step was to generate as many responses as we could to this prompt: What can you do to make our classroom a great place to learn and be?
Then we got in small groups and worked to sort our responses by the main idea or "BIG thinking"
|Antanas, Krista, Rojus and Aleksandras generate responses to the prompt|
|Nora and Elena reflect on the prompt|
|The groups puts their thinking together by big ideas. This one is about being open to new friends|
|This group has active citizenship as a big idea|
|This group believed being a risk-taker was a big idea in their thinking|
|Students pulled apart the mission statement to make it make sense in 4th grade terms|
|Elena, Nora and Steven work to connect their thinking to the mission and objectives|
|Krista, Migle, Veronika and Liza work to revise and simplify their ideas|
Finally, we walked around to find common themes or big ideas that we thought were most important to add to our classroom agreements.
|Students roam between group posters to find common themes|
|Students track and collect common thinking that they believe is important enough to go into our classroom agreements|
|After collecting common themes, students document these ideas on the board as our preliminary thinking for classroom agreements|
|The final result of our data gathering for ideas to include in our classroom agreements|
|What stood out to us after watching "The Adaptable Mind"|