This week in Daily Five, we began our new spelling groups and all reviewed using Spelling City. This is a useful resource to practise at home. We practised how to begin retelling a story by summarising the main idea at the beginning. "This story is about.." We practised doing this with the video we watched for our Unit of Inquiry. We also began to identify features of a play script and how it looks different from a story. We used the play that students are working on with Ms Marnie in Performing Arts. In writing, we reviewed our writing goals and discussed how to plan non-fiction slideshows as lots of students are choosing to make these for their 'work on writing'.
This week we continued to work on multiplication strategies. We also practised skip counting in multiples of ten to help with 2 digit multiplication and started to look for patterns in multiples of 2s, 5s, and 10s on a 100 square. Our other focus this week was tessellation. The students selected an Escher tessellation that they liked at the exhibition and explained what shapes were tessellating and how. You can see this in their ongoing 2D shape slideshows.
Unit of Inquiry
This week we tried to put the students' research into the light bulb, steam train and spinning jenny into the context of industrialisation. We watched the Pandemonium segment of the London Olympic Opening Ceremony (available on YouTube) and identified what was changing as rural life was replaced by factories. We also watched Horrible Histories Victorian Work Song (available on Vimeo) and thought about how children used to work in factories. The students imagined the perspectives of a factory owner and a child working in the factory.
Escher's World of Wonder
The Escher exhibition was very engaging for the students, with lots of hands-on activities to explore some of the mathematical concepts in his work.
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.
Blogs to follow: