This week in Daily Five, we talked about what to do with the interesting new words students are recording in their word collectors. We practised using a dictionary to find the meaning of new words and talked about trying to use them to expand our vocabulary.
We talked about the reading strategy 'Infer and support with evidence' by thinking about how we infer meaning in our everyday lives and use clues to work out what's going on. We need to explicitly identify the evidence for our inferences.
In our teacher-led writing, we reviewed plans for a 'system failure' story, focussing on keeping the action to one day and making the main character encounter and resolve a problem. Students wrote individual box plans.
We did a short assessment of our problem solving strategies this week. We also continued with our data handling work. Students made double bar graphs on squared paper to represent how students in Grade 3.1 and 3.2 travel to school to develop the technical skills of representing data. They constructed single question surveys for their classmates that would yield specific data categories. This process involved collecting, recording, organising and interpreting data. The students used Google sheets to make graphs to represent their data and saved them in their portfolios. Each time we read or represent data we focus on identifying the most significant things we notice in the data.
Unit of Inquiry
This week, students worked on sorting out what they had understood from last Friday's World Toilet Organisation visit. They used the thinking routine 'chalk talk'. Each group had a paper with three photos from the slideshow; they had to write down comments and questions. Then they rotated around the six papers, reading previous comments and adding to them. Then the class had to sequence the papers chronologically to tell the story of sanitation. Finally, students wrote individual recounts in their books.
Students also looked at flowcharts of the used water system from the PUB website, practised 'telling' the flowchart, then wrote it as an explanation in their books.
International Day was a great success today. We began with a flag parade and some performances from the High School students. Then our class visited the Middle School Hall for a Middle School drama performance, Indonesia for a shadow puppet show, Spain for a puppet making activity and an interactive puppet show and finally India to make rangoli patterns. Then, of course, we enjoyed a fantastic buffet of food from the countries represented at our school. It was a great celebration of the diversity of our community.
We continued our work on narratives this week by thinking more about planning. We 'boxed up' a familiar picture book story, identifying the key events and elements of the story. Students then worked in groups to talk through ideas for a story where the transport system fails. Developing ideas for writing is sometimes difficult and verbalising or roleplaying is helpful. It was interesting that although all groups included characters, setting, a problem and resolution, the characters were not driving the action. This will be something to work on next.
In Daily Five, students continued working on individual goals for reading, writing and spelling. The students are getting good at identifying what their goals are before starting work. We continued to work on creating a picture in our minds when we are reading, and how identifying new words can help with this.
In our problem-solving lesson this week, we continued with "guess-check-improve". This time, we tried this problem:
I have fifteen cards numbered 1-15. I put down seven of them on the table in a row.
The numbers on the first two cards add to 15.
The numbers on the second two cards add to 20.
The numbers on the first two cards add to 23.
The numbers on the first two cards add to 16.
The numbers on the first two cards add to 18.
The numbers on the first two cards add to 21.
What are my cards?
Most of the students solved this very quickly. Ask you child to explain how they did this.
In our data handling work, we focused on interpreting bar graphs with two comparative columns per category and then on reading and creating pictograms, choosing an appropriate key. As well as the technical aspects of using different representations of data, we are continuing to look at what the most important messages are that we can see in the data.
Unit of Inquiry
The students had a lesson on website research with Mrs Grant in the library on Tuesday and went on to complete their slideshows about public transport in Singapore. We watched a local TV programme called City on The Move about the development of the MRT system. There are five episodes in this series, available to watch on Toggle catch-up, if the students are interested in following this up.
We then moved on to sanitation. We had a quick look at the toilets to see all the pipes and flush systems (carefully checking there was no one in there!) and did a 'picture inquiry' into a flowchart of the used water network.
On Friday, we had a visit from Chloe and Jeremy from the World Toilet Organisation. They shared with us the history of sanitation in Singapore, from kampong toilets to the night soil bucket system through to the Deep Tunnel Sewerage System of today.
We are a Grade 3 class in Singapore. We hope you enjoy sharing our learning journey with us this year. Our class teacher is Ms. Vicky and our Teacher's Assistant is Ms. Noreen.
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