Week 8: Revision and Blooket
Today we covered the main concepts taught in the first term. I also handed out a revision worksheet that covers the same ideas. No need to hand back the worksheet.
On the back of the worksheet are some QR codes to different Blooket games. These are a fun way for the kids to revise for the assessment, so I encourage you to let them play. You can even play together! Links to the Blooket games are here, in case you lose the worksheet:
play.blooket.com/play?hwId=6359e566949256c2dd91abf0 play.blooket.com/play?hwId=6359e5923ff6da589b41f8d8
play.blooket.com/play?hwId=6359e5bb3ff6da589b41f8f4 play.blooket.com/play?hwId=6359e5f82c3932b19ef913f7
play.blooket.com/play?hwId=6359e6202c3932b19ef91414 play.blooket.com/play?hwId=6359e65481f1e5c6a38f017d
On the back of the worksheet are some QR codes to different Blooket games. These are a fun way for the kids to revise for the assessment, so I encourage you to let them play. You can even play together! Links to the Blooket games are here, in case you lose the worksheet:
play.blooket.com/play?hwId=6359e566949256c2dd91abf0 play.blooket.com/play?hwId=6359e5923ff6da589b41f8d8
play.blooket.com/play?hwId=6359e5bb3ff6da589b41f8f4 play.blooket.com/play?hwId=6359e5f82c3932b19ef913f7
play.blooket.com/play?hwId=6359e6202c3932b19ef91414 play.blooket.com/play?hwId=6359e65481f1e5c6a38f017d
| g4_gte_revision.pdf |
**Important things to note about the upcoming assessment for GTE**
- Oxford Reading Tree books are not included in the assessment paper.
- You should have a good understanding of the concepts we have learnt in each Guiding Notes unit. The first page of each unit introduces these concepts
- How to be an active reader?
- Using adjectives to describe characters.
- Describing a setting (when and where a story takes place)
- What makes up a plot?
- What is a main idea? What are supporting details?
- There will be a short writing (composition).
Week 7: The Main Idea
This week we learned what a main idea is and how supporting details help us to learn about the main idea.
Simply put, the main idea is the MOST IMPORTANT IDEA in a piece of writing. It tells what the piece of writing is all about.
Supporting details teach us more about the main idea. Without supporting details, we wouldn't know anything!
Simply put, the main idea is the MOST IMPORTANT IDEA in a piece of writing. It tells what the piece of writing is all about.
Supporting details teach us more about the main idea. Without supporting details, we wouldn't know anything!
The main idea is like an umbrella. It "covers" all of the supporting details. Anything that is not a supporting detail falls off.
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The supporting details (in red) are all about the main idea. They develop (tell us more about) the main idea.
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You all did a wonderful job finding the main idea in The Sun is Always Shining passage from the Daybook. You also found the supporting details and did a great job writing them down and visualizing through drawing pictures.
Homework is to finish pages 18 and 20 in your Guiding Notes, but you all finished in the lesson, so you don't need to hand it in! Yay!
Homework is to finish pages 18 and 20 in your Guiding Notes, but you all finished in the lesson, so you don't need to hand it in! Yay!
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| g4_gte_u5_the_sun_is_always_shining.pptx |
Week 6: The Plot
Today we learned about the plot. This is something that you learned last year in grade 3, so you should already have some idea of it.
Imagine the plot is like a graph in math. The y-axis is "excitement" and the x-axis is "time". The first point on the x-axis is the beginning, or introduction of the story. The last point on the x-axis is the ending, or resolution. Finally, the climax is the tallest point on the graph. This is a diagram that I used with my G6 class, but it's the same 😎
Imagine the plot is like a graph in math. The y-axis is "excitement" and the x-axis is "time". The first point on the x-axis is the beginning, or introduction of the story. The last point on the x-axis is the ending, or resolution. Finally, the climax is the tallest point on the graph. This is a diagram that I used with my G6 class, but it's the same 😎
We also discussed and worked on the Guiding Notes homework together. Have a look at the slides below to help in case you missed anything.
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| g4_gte_u4_the_scary_movie.pptx |
Week 5: The Setting (Part 2)
This week we continued our discussion about the setting, re-emphasizing when and where stories take place.
Have a look at what we did together in class for pages 11 and 12 below. On page 11, you can see that we circled the "whens" and underlined the "wheres" of each passage. After doing that, we can make sentences telling what the setting is for each short passage. What you need to do for your homework on page 12 is to choose two more stories and figure out the settings for each. Remember, you need to write the title (the name) of the book, the author (who wrote the book), and figure out when and where the stories took place. I suggest that you do Green Island for one of the two stories, since you have the book and we discussed it in class.
Homework is to complete p.10-12 in your guiding notes and hand it in tomorrow (Friday, 7/10).
Have a look at what we did together in class for pages 11 and 12 below. On page 11, you can see that we circled the "whens" and underlined the "wheres" of each passage. After doing that, we can make sentences telling what the setting is for each short passage. What you need to do for your homework on page 12 is to choose two more stories and figure out the settings for each. Remember, you need to write the title (the name) of the book, the author (who wrote the book), and figure out when and where the stories took place. I suggest that you do Green Island for one of the two stories, since you have the book and we discussed it in class.
Homework is to complete p.10-12 in your guiding notes and hand it in tomorrow (Friday, 7/10).
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| g4_gte_u3_henry_and_mudge_part_2.pptx |
Week 4: The Setting (Part 1)
This week we had a discussion about setting. Remember, setting is when and where a story takes place.
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Sometimes, the author doesn't tell us when or where the story takes place, and we need to guess the setting. Everybody did a good job as "detectives" finding clues from pictures and describing the setting by making guesses. You were all really clever with your guesses about the second picture. I think you were right, too! It's modern day - the people in the picture were just pretending to be from the past!
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You also did a good job using words to describe the setting when we were talking about seasons!
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Homework is to complete pages 9 and part A on page 10 and hand it in tomorrow, 30/9 (Friday).
| g4_gte_u3_henry_and_mudge_part_1.pptx |
Week 3: Characters (using adjectives to describe them)
This week we visited the story Amanda Pig in our Daybook and talked about how we can use adjectives to describe characters. You all did a fantastic job describing Amanda!
We started the lesson with a couple videos about characters - what a character is and how we can describe characters. Then we brainstromed some characters and adjectives to describe them. You can have a look at our brainstorms below:
We started the lesson with a couple videos about characters - what a character is and how we can describe characters. Then we brainstromed some characters and adjectives to describe them. You can have a look at our brainstorms below:
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Then we followed up with a fun game learning some new adjectives. Half of the class got a piece of paper with a word on it, and half the class got a piece of paper with a definition, and then you had to walk around and find your pair. After that we talked about the pigs on Guiding Notes p.5, and you came up with some very good reasons why you chose the adjectives you did to describe them.
Next, we read Amanda Pig and brainstormed some more adjectives to describe Amanda's character.
Homework is to complete Guiding Notes pages 5-8 and hand it in on Monday, 26th September.
For part A on p.6 it's just like last time, where you need to write the meaning/definition of the word in the box and then use the word in a sentence. You also need to draw a picture for the second and third words.
For part D on p.7, you need to use the words in the box to match with the words below, and for the sentences, you should fill in the blanks with your own adjectives (try not to use the words above). Be creative and think of something funny!
Finally, for part E on p.8, you need to write down 4 adjectives that describe Amanda Pig, and 4 adjectives that describe yourself. Remember, when we are comparing something similar or same, then we use the word "and" and when we are comparing differences, we use the word "but". You should tell how you are same or different and then give an example. Have a look at the explanations below:
Next, we read Amanda Pig and brainstormed some more adjectives to describe Amanda's character.
Homework is to complete Guiding Notes pages 5-8 and hand it in on Monday, 26th September.
For part A on p.6 it's just like last time, where you need to write the meaning/definition of the word in the box and then use the word in a sentence. You also need to draw a picture for the second and third words.
For part D on p.7, you need to use the words in the box to match with the words below, and for the sentences, you should fill in the blanks with your own adjectives (try not to use the words above). Be creative and think of something funny!
Finally, for part E on p.8, you need to write down 4 adjectives that describe Amanda Pig, and 4 adjectives that describe yourself. Remember, when we are comparing something similar or same, then we use the word "and" and when we are comparing differences, we use the word "but". You should tell how you are same or different and then give an example. Have a look at the explanations below:
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| g4_gte_u2_amanda_pig.pptx |
Week 2: Active reading (continued)
This week we didn't start a new unit. We continued learning about what active reading is and we practiced it together in groups. The class did a great job highlighting the important parts of a text. They took notes in the margins. They drew pictures to help them understand what they were reading. They circled words that they didn't understand. Have a look at the pictures below for a better idea of what they did.
I'm not assigning homework this week, but I would like EVERYONE to practice their active reading skills at home.
I'm not assigning homework this week, but I would like EVERYONE to practice their active reading skills at home.
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Week 1: Being an active reader (Tuesday's Lunch)
In today's lesson we discussed what being an ACTIVE READER means, and you all did a fantastic job being active readers yourselves in the lesson!
Remember, active readers:
Below is the PowerPoint file from this week's lesson.
Remember, active readers:
- Imagine (make pictures in their minds of what they're reading - this is also called visualization)
- Ask (come up with questions about what they're reading)
- Mark (underline/circle/highlight important parts or parts of the reading that they don't understand)
- Guess (think about what's going to happen next)
Below is the PowerPoint file from this week's lesson.
| g4_gte_u1_tuesdays_lunch.pptx |
Your homework is to complete pages 1-4 in your Guiding Notes book and hand it in on Wednesday, 14/9. Actually, you only need to do pages 2-4, as the first page is just a discussion page.
- For part A on page 2 of your Guiding Notes, you need to look up the words in a dictionary (or type "gosh meaning" into Google to find the meaning (definition) of each word. After you find the meaning, then write it in the box. Finally, make a sentence using the word. DO NOT write a sentence like "Gosh is a word." or "Gosh is an exclamation." You should use the word in a sentence, for example: "Gosh, I love homework!"
- We did part B on page 2 in class, but just to clarify, you need to ask one more question and make one prediction for numbers 2 and 3. Don't write two questions or two predictions.
- On page 3, for part C, you need to read Tuesday's Lunch in your Daybook again and then use your imagination to draw one part of the story. Remember, active readers imagine what they are reading, so while you are reading, you should draw one of the things that you imagined whilst reading.
- On page 4, I want you to read the passage and then mark the important parts or words that you don't know. You can highlight, underline, or circle. You should also write some questions, make some predictions, or even draw some pictures in the margins! Have a look at the example below.
