Posted: May 31, 2020
Learning activities for June 1st to June 5th:
-Students should continue to do 30 minutes of silent reading every day.
-If you don’t have books available, there are online books available on the website
tumblebooks.com . You can log in by using the username: Harcourt123 and the password: trial.
-There are also online books available on the website raz-kids.com. Click on “Kids Login” and type in the username MrScullyHarcourt. Students will then choose their name and type in their individual passwords.
-Students should continue to try to do 60 minutes of physical activity each day.
-Every day this week have students work on a opinion writing piece. With opinion writing pieces students explain to their audience why they feel a certain way about a certain topic. For example, students could write about why pizza is there favourite food, what there favourite TV show is and why, why they prefer dogs over cats, etc.
As students work on their opinion pieces they can watch the following YouTube videos which will walk students through the steps of how to create an opinion piece:
- Episode 1: What is an opinion piece?
2. Episode 2: Choosing an opinion writing topic
3.Episode 3: Making an opinion writing plan
4. Episode 4: Writing a draft
5. Episode 5: Writing a draft: Reasons and Examples
6. Episode 6: Writing a draft: Conclusion
7. Episode 7: Revising your Writing
8. Episode 8: Editing your Writing
-Every day this week have students work on the basic concept of division. Remind students that division means we are sharing a certain number of something equally among a certain number of groups, and trying to find out how much each group gets. For example, the division problem 20 ÷ 5 = 4, means if we have 20 of something, and we are sharing that 20 equally among 5 groups, each group will have 4.
-The following is an example of a division problem students could work on, as well as an explanation of how students could solve it.
Ex: 33 ÷ 8. Students could draw out 8 circles, then share 33 among the 8 circles (draw out 33 pencil marks that they distribute equally among the 8 circles). In the case of this example, students will notice that each circle ends up with 4 marks, and that there will be 1 left over that they cannot share equally among the 8 circles. Their answer would then be 33 ÷ 8 = 4 R1. The R1 means that there is one left over from the 33 which cannot be equally distributed amongst the 8 groups.
-Every day this week students should spend 20 minutes reviewing their 8 times tables and their related division facts:
8 x 1 = 8 8 ÷ 8 = 1 8 ÷ 1 = 8
8 x 2 = 16 16 ÷ 8 = 2 16 ÷ 2 = 8
8 x 3 = 24 24 ÷ 8 = 3 24 ÷ 3 = 8
8 x 4 = 32 32 ÷ 8 = 4 32 ÷ 4 = 8
8 x 5 = 40 40 ÷ 8 = 5 40 ÷ 5 = 8
8 x 6 = 48 48 ÷ 8 = 6 48 ÷ 6 = 8
8 x 7 = 56 56 ÷ 8 = 7 56 ÷ 7 = 8
8 x 8 = 64 64 ÷ 8 = 8 64 ÷ 8 = 8
8 x 9 = 72 72 ÷ 8 = 9 72 ÷ 9 = 8
8 x 10 = 80 80 ÷ 8 = 10 80 ÷ 10 = 8
8 x 11 = 88 88 ÷ 8 = 11 88 ÷ 11 = 8
8 x 12 = 96 96 ÷ 8 = 12 96 ÷ 12 = 8
-Each day this week, if available, choose a picture book to read through with Zeemer. If you don’t have books available, there are online books available on the website
tumblebooks.com . You can log in by using the username: Harcourt123 and the password: trial. Begin by having him look at each picture in the story and tell what is happening in the story, based on his interpretation of the pictures. Then, read the story aloud to Zeemer. When finished, ask Zeemer several questions about the story you read.
“Did you enjoy the story? Why or why not?”
“What was your favourite part of the story?”
“Did the story remind you of any other story you have read? How?”
“Did the story remind you of anything that has happened in your own life? What was it?”
“Could you retell the story in your own words?”
Write down several of Zeemer’s answers onto a sheet of lined paper (one or two sentences). Then, have Zeemer copy down what was written.
*Have Zeemer continue to work on the following activities which he began last week:
-Each day this week, have Zeemer practice skip counting by 2s, 5s, and 10s up to 100. He could use a hundreds chart to help him with his counting (a visual of all the numbers from 1 to 100).
-Each day, after practicing his skip counting, have Zeemer do work on his 2, 5, or 10 times tables.
*Explain that 2 x 4 means that you have 4 groups of 2, and we want to figure out how many there are all together.
*Then have him draw 4 circles with two dots in each circle, to represent 2 x 4.
*Then have him count the total number of dots in all the circles (8).
*Then have him write out the equation 2 x 4 = 8
*Try to make a connection to the skip counting he did before. For example, “To solve 2 x 4, we can skip count by twos, four times”.
*Writing Activity: Each day this week have Zeemer create a drawing of his choice. When he is finished have him (with help) label each part of his drawing (ex: me, tree, sun, rock, slide). With help, have him write one or two sentences describing what is happening in is drawing (if he is having difficulty, you could have him dictate what to write then write the sentence for him; he could then copy what you wrote down).
*Every day this week have Zeemer work on the basic concept of fractions. For example, you could draw 5 circles/squares/hearts/etc and shade in 2. You could then explain that “There are 5 circles all together and 2 are shaded in so the fraction of the circles that are shaded in is 2/5 (the bottom number means how many there are all together, and the top number means how many we have taken, or in this case, shaded in).
-Create various drawings that represent fractions and have Zeemer write the fraction that represents each drawing.
Ex: Draw 7 squares and shade in 5. Zeemer would then write the fraction 5/7.
Ex: Draw a circle, divide it into 2 equal parts, then shade in one of the parts. Zeemer would then write the fraction 1/2.
-You could also write out fractions and have Zeemer draw a picture to represent them.
Ex: Write the fraction 3/4. Zeemer could then draw 4 circles/squares/etc and shade in 3.