Monday, September 28th

Today’s Announcements:
✓ We’re trying out a new format for the detailed parent schedule! Time on TEAMs
continues to be highlighted in yellow. Extra materials that may be needed for the
day will be outlined at the beginning of every day (in the same section as the
day’s announcements). Work to be submitted is found in a checklist format at
the end of each day. Any and all feedback is welcome.
✓ There has been a slight change to our timetable. Our Science/Social Studies blocks
(previously 1:20-2:50 on M/W and 1:20-2:20 on Tu/Th) have been changed to 1:20-
2:35 Monday through Thursday, with office hours following from 2:35-3:25 every
day.
✓ Today is Orange Shirt Day! Orange Shirt Day was created to acknowledge and
celebrate the residential school experience, to observe and honour the healing
journey of the survivors and their families, those who did not survive, and to
dedicate time and energy to the continuing process of reconciliation.
✓ Picture day for Westminster students is Wednesday, September 30th. Please
watch for communication coming from the school. If you have any questions or
concerns, please contact Mrs. Wilde, Mrs. Prawdzik, or Mrs. Cameron.
8:30-9:00 Physical Education & Parent Meeting
Students are expected to be completing physical activity of some sort
during this time. Stuck? Check out our class website under the “Physical
Education” tab.
Parents, please be logged on to TEAMs prior to 8:30. Our meeting will likely
be wrapped up by 8:45.
9:00-9:15 Language Arts: Writing Mini-Lesson: How to Write a Series Book
We will be expanding on how to write series. Students will brainstorm
examples of series they are familiar with (Pete the Cat, Spiderman, etc.)
then, using what we know about series, we will brainstorm
characteristics of series. Ideas might include using the same characters,
starting a new day or night in each story, different problems happening
in each story, using the same setting, etc. We will be making an anchor
chart as a class of these different ideas that students could use when
coming up with a series story.
9:15-9:40 Independent Work Time
Students are invited to develop a character to base a series on or use a
character they have already developed to create more stories.
Students may also:
✓ Continue a story they have previously started.
✓ Edit a story they have previously finished, using new knowledge and
writing tips to make it better.
✓ Add illustrations to their stories.
✓ Add labels to their illustrations.
9:40-9:50 Share
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 Students are invited to participate in our mid-writing share. Please
remind your student that we are trying to keep our sharing brief—they
don’t need to read it all, highlighting what is new is enough.
9:50-10:15 Independent Work Time (continued from above)
10:15-10:30 Share
Students may share with their peers their most recent writing work.
Please remind your student that we are trying to keep our sharing
brief—they don’t need to read it all, highlighting what is new is enough.
10:30-11:05 Snack and Physical Activity Break
11:05-11:20 Language Arts: Reading Mini-Lesson: Back Up and Revise
If you find yourself reading and it doesn’t make sense to you, back up
and revise. It’s okay to fix our reading. Sometimes we don’t realize we’ve
made mistakes until our brain tells us that what we’re reading doesn’t
make sense. At that point, we need to go back to where we got
confused and re-read it so our brains can make sense of it. We might
also need to back up and revise if the story in our head doesn’t match
the pictures we see on the page.
11:20-12:10 Independent Work Time
Suggested allotment:
✓ 15-20 minutes of reading to self, reading to someone, or listening to
reading (could be on RAZ Kids)
✓ 10-15 minutes of practicing reading snap words
✓ 10-15 minutes of practicing writing snap words
✓ 0-15 minutes playing literacy-based games (Teach Your Monster to
Read, etc.)
12:10-1:20 Snack and Physical Activity Break
1:20-1:45 Social Studies – Orange Shirt Day
We will begin by reading the story “Stolen Words” and discussing the
history of residential schools in Canada. With this background knowledge,
we will talk about Phyllis Webstad’s orange shirt story and students will
reflect upon their thoughts and feelings toward the situation.
1:45-2:05 Social Studies – Family Reflection
Please take the opportunity as a family to reflect upon the history of
residential schools in Canada. You could continue the
conversation/reflection your child participated in with the class. Perhaps
this is an opportunity for you to do some further research into the
history of residential schools. Consider with your child how this knowledge
impacts your understanding of indigenous history and/or your attitudes
towards indigenous peoples in our community.
2:05-2:15 Social Studies
We will come back together on TEAMs to introduce our culminating
orange shirt day activity. We will reflect on how schools should make
children feel (safe, cared for, loved, welcomed, etc.) and how every child

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 matters. Students will choose from the prompts: “Every child deserves
to feel _________ at school” OR “Every child matters because…”. They will
complete the prompt and design an orange shirt with their completed
prompt on it.
2:15-2:35 Social Studies – Independent Work Time
Time for students to design their orange shirt with their prompt.
2:35-3:25 Miss Bourassa’s Office Hours
Feel free to connect with me if you have any questions or concerns!
Work to be Submitted
 A picture of your child’s writing that they worked on today.
 Evidence of mastery of their reading or writing snap level (if mastery has been
achieved).
 A picture of the orange shirt your child designed including how they completed
their prompt.

Tuesday, September 29th

Today’s Announcements:
✓ Picture day for Westminster students is TOMORROW: Wednesday, September
30th. Please watch for communication coming from the school. If you have any
questions or concerns, please contact Mrs. Wilde, Mrs. Prawdzik, or Mrs. Cameron.

8:30-9:00 Physical Education & Parent Meeting

Students are expected to be completing physical activity of some sort
during this time. Stuck? Check out our class website under the “Physical
Education” tab.
Parents, please be logged on to TEAMs prior to 8:30. Our meeting will likely
be wrapped up by 8:45.
9:00-9:15 Language Arts: Reading Mini-Lesson: Using a Reading Log to Understand
Reading Stamina and Set Goals
When we are working hard to get better at something, we set ourselves
goals. Our goals need to be realistic for ourselves and something we
believe is obtainable. There are lots of different goals we can set for
ourselves as readers:
✓ Time (I want to read for 15 minutes straight.) *Keep in mind, what
does that look like? Distraction-free, focused, thoughtful, etc.
✓ Number of Pages (I want to read 10 pages today.)
✓ Kind of Books (I want to read all the Pete the Cat books this
week).
✓ Strategy (I want to make sure I’m thinking about the words I’m
reading.)
Students will consider what they want their first reading goal to be.
Some students may wish to set two or three goals (keep in mind, what is
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 attainable?). We can use Reading Logs to monitor our reading stamina
and the achievement of our goals. Starting today, please fill out the
Reading Log page sent home each time your child completes independent
reading. You only need to fill out the columns that align with their goal(s).
9:15-10:00 Independent Work Time
Suggested allotment:
✓ 10-15 minutes of reading to self, reading to someone, or listening to
reading (could be on RAZ Kids) *Please fill out their reading log for
any reading time they complete.
✓ 10-15 minutes of practicing reading snap words
✓ 10-15 minutes of practicing writing snap words
✓ 0-15 minutes playing literacy-based games (Teach Your Monster to
Read, etc.)
10:00-10:15 Whole Class Reading Activity: The Biggest Leaf Pile
Together we will read the story “The Biggest Leaf Pile” and as a class, we
will brainstorm some fun things that can be done with big piles of leaves.
Students will respond to the story by drawing or writing about what
they would do with a big pile of leaves!
10:15-10:30 Independent Work Time
Students will work on their responses to the book “The Biggest Leaf Pile”
and, with time remaining, are invited to go outside and rake or collect
leaves to make a leaf pile.
10:30-11:05 Snack and Physical Activity Break
11:05-11:20 Math Mini-Lesson: Pattern Unit Parent & Student Reflection
With the conclusion of our unit on patterning, it’s important that both
parents and students complete our Patterning Unit Reflection as part
of each child’s assessment. Please see the “Pattern Unit Reflection” sent
home in the package last week.
11:20-11:40 Math Independent Work Time
Please use this time to complete the Pattern Unit Reflection.
11:40-11:55 Math Mini-Lesson #2: Sorting by Two Attributes
We are beginning our new unit on Data Analysis!! We will discuss sorting
rules and use Venn Diagrams to sort objects based on attributes (size,
colour, shape, texture, etc.). First, we will review attributes. Then, using an
example, we will figure out the sorting rule for a Venn Diagram, discussing
what everything on the right have in common, then what everything on
the left have in common, then looking at the middle where the two
circles overlap.
11:55-12:25 Math Independent Work Time
Using the page of pictures and the Venn Diagram on page 7, students can
choose their sorting rule and sort the pictures accordingly. Complete (or
help them complete) page 8 explaining their sorting rule! As an extension,
do the same activity using objects in your house. Potential sorting rules

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 could include yellow lego pieces vs. lego pieces with 6 circles, or Barbie dolls
vs dolls with blonde hair, three-letter words and words with the letter ‘o’
in them. Try to pick sorting rules where there could be an object with
both attributes.
12:25-1:20 Snack and Physical Activity Break
1:20-1:35 Science Experiment: Staying Upright
Students will tune in to watch a demonstration of the experiment
Staying Upright. We will be testing three Styrofoam boats to see which
one will be the most stable in the water.
New vocabulary: mast
1:35-1:45 Science Reflection: Staying Upright
Students will complete page 63 “Staying Up Right.” They will not need to
fill out the column for the number of washers.
1:45-2:10 Science Experiment: Cork Boats
I will walk students through making a cork boat (but here are the
instructions in case you fall behind or want to work ahead):
1. Cut out a triangular sail from the cardstock paper (roughly 5-6
cm wide and 8 cm high).
2. Make two holes in the sail, one on top of the other, along the
midline.
3. Push one toothpick into the bottom of the cork and another into
the top so they are secure.
4. Attach the sail by putting the toothpick through the two holes.
We will then test our cork sailboats in water to see that they will not
remain upright. How can we make it stay upright? By adding a KEEL! I will
model for students how to do this.
2:10-2:35 Science Experiment: Cork Boats continued
Using plasticine, students will attach a keel to the other toothpick to try
to get their sailboat to stay upright.
2:35-3:25 Miss Bourassa’s Office Hours
Feel free to connect with me if you have any questions or concerns!
Work to be Submitted
 A description of your child’s reading goal(s) that were determined today.
 Evidence of mastery of their reading or writing snap level (if mastery has been
achieved).
 A picture of your child’s reading log.
 A picture of your child’s response to “The Biggest Leaf Pile” and a picture of
them outside enjoying the leaves (if possible).
 A picture of the Pattern Unit Reflection filled out by your student AND you.
 A picture of the completed Venn Diagram on page 7.
 A picture of page 8 explaining the sorting rule they used for their Venn Diagram.
 Pictures of the objects in your house that they sorted into two attributes (if
completed).

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  A picture of the completed chart and questions on page 63 “Staying Up Right.”
 A picture of their sailboat with keel attached staying upright in the water (or at
least their attempt to make it stay upright ).

Wednesday, September 30th

Today’s Announcements:
✓ Today is picture day for Westminster students!
8:30-9:00 Physical Education & Parent Meeting
Students are expected to be completing physical activity of some sort
during this time. Stuck? Check out our class website under the “Physical
Education” tab.
Parents, please be logged on to TEAMs prior to 8:30. Our meeting will likely
be wrapped up by 8:45.
9:00-9:15 Language Arts: Reading Mini-Lesson: Making Connections
For the month of October, we will be focusing on making connections
between the books we read and our daily lives. There are some books
where connections are obvious and some where it is much more
challenging to draw connections and conclusions. We do not need to
connect every book to our lives, but the more we do, the better our
reading comprehension becomes. When we make connections with what
we are reading, it triggers neurons in our brain and makes recall easier.
Connections can be made before, during, and after reading. Some
questions to use to prompt connection making are:
• Have your heard of (seen/read about) something like this?
• Has this happened to you or somebody you know?
• Does this remind you of something?
• Is this the same? Is this different?
• What can you compare it with?
• What does the author compare it with?
I will continue to introduce strategies as the month goes on and we will
be focusing on making connections in our small groups!
9:15-10:00 Independent Work Time
Suggested allotment:
✓ 10-15 minutes of reading to self, reading to someone, or listening to
reading (could be on RAZ Kids)
✓ 10-15 minutes of practicing reading snap words
✓ 10-15 minutes of practicing writing snap words
✓ 0-15 minutes playing literacy-based games (Teach Your Monster to
Read, etc.)
10:00-10:15 Whole Class Reading Activity – “The Word Collector”
Together we will read the story “The Word Collector” and we will
brainstorm reasons why we might be inclined to ‘collect’ a word.
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10:15-10:30 Independent Work Time – Word Collecting
Students can read through books to start their own word collection.
They might want to collect the words on a piece of paper, on sticky
notes, or in their dictionary.
10:30-11:05 Snack and Physical Activity Break
11:05-11:20 Language Arts: Writing Mini-Lesson: Writers Fix Up Their Writing as They
Go
Good writers often go back and re-read what they have written, always
thinking “what could I do to make this better?” Writers make all kinds of
fixes. Sometimes their fixes change the story. We can add dialogue,
thoughts, feelings, movement, etc. to make our stories better. Other
times, we fix the way we have things written, like our spelling, capital
letters, punctuation, etc. When we are fixing, we can insert our thoughts
(helpful when we double space our work), erase and re-write, or use
revision strips. Revision strips are pieces of paper or sticky notes that
we put on top of our old writing to show how we’ve changed it.
11:20-11:55 Independent Work Time
Students are invited to go back through old writing (it’s handy to have all
their old writing pieces in one place like a folder or notebook) and fix it up.
They might be adding ways to make their characters come to life or
editing for conventions and spelling. Students may also:
✓ Continue a story they have previously started.
✓ Write a new story in a series they have already started.
✓ Add illustrations to their stories.
✓ Add labels to their illustrations.
✓ Begin a new stories or series altogether.
11:55-12:10 Share
Students are invited to share one way in which they have made fixes to
their writing to make it better. Priority will be given to students who
have not yet had a chance to share their work this week.
12:10-1:20 Snack and Physical Activity Break
1:20-1:30 Social Studies – Terry Fox Introduction
Schools around our division have been honouring and completing in Terry
Fox related activities this week (and some have in previous weeks). We will
open with a conversation about who Terry Fox was and why we
celebrate and honour his legacy every year.
1:30-1:45 Social Studies: Independent Watch
Students will watch the video “Terry Fox, Anything’s Possible”:
https://www.youtube.com/watch?v=3BzyHYZgMz8&feature=youtu.be
(watch until 12:30)
1:45-2:00 Terry Fox – What’s your 40?
It has been 40 years since Terry Fox ran his Marathon of Hope and this
year the Terry Fox Foundation is encouraging students everywhere do

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 commemorate the 40 years by completing their ’40.’ So, what will your
40 be? Students are encouraged to set a goal of completing 40 of
something. Ideas range from reading 40 books to doing 40 laps around
the block to raising $40 for cancer research. Whatever you’d like to do
to honour the 40th anniversary of the Marathon of Hope. Students will
decide what they would like to do for their 40!
2:00-2:35 Terry Fox Run/Walk/40
This is time for you to go for a walk or run (doesn’t need to be long—
around the block is plenty!) in honour of Terry Fox. This is also time that
your child can work on achieving their goal for their 40.
2:35-3:25 Miss Bourassa’s Office Hours
Feel free to connect with me if you have any questions or concerns!
Work to be Submitted
 A picture of your child’s writing that they worked on today.
 Evidence of mastery of their reading or writing snap level (if mastery has been
achieved).
 A picture of your child’s reading log.
 A picture of the word collection your child has begun.
 A picture of your child on their Terry Fox walk/run!
 A note about what your child has chosen for their 40 in honour of Terry Fox.

Thursday, October 1st

Today’s Announcements:
✓ Picture day for Nicholas Sheran students is October 6 and picture day for Agnes
Davidson students is October 8. Please watch for communication coming from
the schools in regards to times and procedures.

Extra Materials/Resources Needed Today:

 A manipulative that could be used to make a concrete graph. These
manipulatives should have at least one changing attribute. For example, lego,
Froot Loops, beads. Students will need approximately 15-25 of these
manipulatives.
 Approximately 8” x 11” sheet of tin foil, plain paper, wax paper, and
newspaper/flyer.
8:30-9:00 Physical Education & Parent Meeting
Students are expected to be completing physical activity of some sort
during this time. Stuck? Check out our class website under the “Physical
Education” tab.
Parents, please be logged on to TEAMs prior to 8:30. Our meeting will likely
be wrapped up by 8:45.
9:00-9:15 Language Arts: Writing Mini-Lesson: Writers Develop their Dialogue

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 When we include dialogue in our stories, it’s important that it reflects
what dialogue is like in real life. Students will be thinking about their own
stories to make sure they have real-life dialogue. Some things to watch
for are:
✓ Having one character talk but no one is talking back (our
characters should be having conversations)
✓ Constant use of the word ‘said’ (students should try to diversify
the words they use to describe how characters sound – use words
like shouted, whispered, cried, etc.)
✓ Dialogue only occurring through speech bubbles in illustrations
(model how to incorporate dialogue into our writing).
9:15-9:40 Independent Work Time
Students are invited to go back through old writing and consider the
dialogue they’ve used previously. Are there ways they could make that
dialogue better? Students can develop the dialogue they used in old
pieces of writing or continue to develop their dialogue in new pieces.
Students may also:
✓ Continue a story they have previously started.
✓ Write a new story in a series they have already started.
✓ Add illustrations to their stories.
✓ Add labels to their illustrations.
Begin a new stories or series altogether.
9:40-9:50 Share
Students are invited to participate in our mid-write share. Priority will be
given to students who have not yet had an opportunity to share their
work this week.
9:50-10:15 Independent Writing Time (continued from above)
10:15-10:30 Share
In our final writing share of the week, students are invited to share
something they’ve worked on this week. Priority will be given to students
who have not yet had an opportunity to share their work this week.
10:30-11:05 Snack and Physical Activity Break
11:05-11:20 Math Mini-Lesson: Creating Concrete Graphs
To introduce bar graphs to students, we will first be creating concrete
graphs using manipulatives. Students will help as I sort my manipulatives
and then record my data using a bar graph.
11:20-11:40 Math Independent Work Time
Students will be using the manipulatives they have at home to first
create a concrete graph. Once they have created their concrete graph,
they can record the data on the bar graph provided on page 10 (crossing
off the title “My Snap Cubes” and replacing it with a more accurate one).
11:40-11:55 Math Mini-Lesson: Reading Bar Graphs

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 A bar graph is a display of data using bars of different heights. We will
be looking at a bar graph together, identifying what specific aspects of
the bar graph are able to tell us (title, X-axis, Y-axis, individual bars).
These features are important to graphs because they help us
understand what the graph is showing us.
11:55-12:25 Math Independent Work Time
Students will complete page 12: Reading Bar Graphs.
12:25-1:20 Snack and Physical Activity Break
1:20-1:45 Science Demonstration: Cargo Ships
We will first discuss what we know about cargo ships. I will then
demonstrate the importance of balance and stability when loading cargo
ships. We will collect our observations in a class chart, but if your child
wants to do their own recording and observations, they are more than
welcome to!
1:45-2:00 Science Experiment: Waterproof Materials
I will introduce students to our waterproof materials experiment.
Students will likely need help with this lesson as there is lots of folding!!
We will be making four boats, one made of plain paper, one made of
newspaper, one made of tinfoil, and one made of wax paper. Watch for
the folding instructions – I will send out a how-to video and visual
instructions. We will make and record predictions, then I will explain to
students how to conduct this experiment.
2:00-2:35 Science Experiment: Waterproof Materials continued
Students will test each of their boats in water and record their
observations on the “Waterproof Materials” recording page. *This will be
submitted TOMORROW because you’ll be leaving your boats overnight.
2:35-3:25 Miss Bourassa’s Office Hours
Feel free to connect with me if you have any questions or concerns!
Work to be Submitted
 A picture of your child’s writing that they worked on today.
 A picture of your child’s concrete graph.
 A picture of the completed page 10, after your child has recorded the data from
their concrete graph.
 A picture of your child’s completed page 12.

Friday, October 2nd

Today’s Announcements:
✓ Picture day for Nicholas Sheran students is October 6 and picture day for Agnes
Davidson students is October 8. Please watch for communication coming from
the schools in regards to times and procedures.

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 ✓ There is no school the week of October 12-16 for Thanksgiving, professional
learning days for school staff, and parent-teacher interviews. Stay tuned for
what our parent-teacher interviews will look like!
8:30-8:55 Math Mini-Lesson: Constructing Bar Graphs
We will review reading bar graphs, then we will create our own graph using
the number of letters in our first name. First, we will collect data from
the group (how many letters are in your first name?) making a tally
chart. Then, I will model how to convert that data into a bar graph. We
will do a second round of data collection so the students have fresh
data to use to create their bar graph.
8:55-9:15 Math Independent Work Time
Students will use page 14 to create their own bar graph using the data
we collect as a class.
9:15-10:00 Fact Friday
Suggested allotment:
✓ 10-15 minutes practicing facts (flashcards, XtraMath, etc.)
✓ 10-15 minutes practicing tricky facts using a strategy
(manipulatives, fingers, number line, etc.)
✓ 10-15 minutes returning to practice facts (flashcards, XtraMath,
fact-focused game, etc.) to help consolidate practice
✓ 0-15 minutes playing Prodigy or another math game (not
necessarily focused on facts)
10:00-10:15 Snack and Physical Activity Break
10:15-11:35 Art & Resource Exchange
Stay tuned to our ClassDojo for what our art project will be this week!

At some point during this time, please make your way to your child’s
home school to pick up their package of supplies for next week!
Work to be Submitted
 A picture of the bar graph your student creates on page 14.
 Evidence of completing Fact Friday activities (i.e., a picture of them on XtraMath,
practicing using their strategy, playing flashcards, etc.)
 A picture of your child’s completed art project.
 A picture of the “Waterproof Materials” observation page from science
yesterday.

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