Weekly Schedule: September 14th to September 18th

Important Dates/Things to Remember: Picture day for Fleetwood-Bawden students is September 15th (picture days
for the rest of our schools are in late September and October; I’ll remind about those ones when the time comes!).
Happy birthday to Celeste on September 19th! To prevent unneeded squishiness, Friday’s schedule is at the very
bottom of these pages.
Please be signed on to TEAMS and join our meeting (at least) 5 minutes ahead of the scheduled start time. This will
give me time to do attendance and try to resolve tech issues you may be having.

Times on TEAMS are highlighted in yellow.

Monday, September 14th
8:25am: Please be logged on to
Teams. Attendance will be
done during this time.
8:30-9:00am: Parent Meeting
8:30-9:00am: Phys. Ed. (see
activity idea list on our class
website!)
9:00-10:30: Language Arts:
Writing
9:00-9:20: Lesson 3: Writers
Learn to Get Their
Characters Out of Trouble
Last week we talked about
and practiced make-believe
characters getting into real-
life trouble. Today, we’re going
to talk about how we, as
writers, need to get our
characters out of trouble!
Readers love knowing what
happens to characters at the
end of books! Begin reading
XXXXX but end on a cliff-
Work to be handed in is highlighted in blue.
Materials you will need are highlighted in green.
Tuesday, September 15th Wednesday, September 16th Thursday, September 17th
8:25am: Please be logged on to 8:25am: Please be logged on to 8:25am: Please be logged on to
Teams. Attendance will be Teams. Attendance will be Teams. Attendance will be
done during this time. done during this time. done during this time.
8:30-9:00am: Parent Meeting 8:30-9:00am: Parent Meeting 8:30-9:00am: Parent Meeting
8:30-9:00am: Phys. Ed. (see 8:30-9:00am: Phys. Ed. (see 8:30-9:00am: Phys. Ed. (see
activity idea list on our class activity idea list on our class activity idea list on our class
website!) website!) website!)
9:00-10:30 Language Arts: 9:00-10:30: Language Arts: 9:00-10:30: Language Arts:
Reading Reading Writing
9:00-9:15am: Whole Group Mini 9:00-9:15: Whole Group Mini- 9:00-9:15: Lesson 5: Writing
Lesson: Use a Word You Know Lesson: Think While You Read Beginnings with Action,
– If we come across a word the Words – sometimes we Dialogue, and Feelings – We’ve
we don’t know as we’re get so involved with trying to been talking about how we
reading, we can try to figure read the words on the page, can make strong endings to
it out by using words that we that we forget what we are our stories, but we don’t
do know! Do you know a word reading about! When this want to forget about strong
that looks like that word (i.e., happens, we want to go back beginnings! We can use some
using “say” to figure out and re-read and think about of the same strategies with
“stay”)? Is there a smaller what we’re reading. our endings as we do with our
word in that word that you 9:15-10:00: Independent Work beginnings (unfreezing
know (i.e., seeing the words Time characters, small steps,
“for” and “get” in “forget”)? 15 min – read to making them feel and think).
9:15-10:00: Independent Work self/someone/listen to reading Sometimes we might have to
Time look back on the beginnings
hanger to emphasize the 15 min – read to 15 min – word work practice we’ve done and do some
teaching point. self/someone/listen to reading (reading snap words) editing to make them better.
9:20-9:45: Independent Work – try to practice our new 15 min – word work practice 9:15-9:40: Independent Work
Time – students can continue strategy (writing snap words) Time
working on the stories they 15 min – word work practice 10:00-10:30: Read-Aloud & 9:40-9:50: Sharing Time.
started yesterday with the (reading snap words) Visualization: Giggle, Giggle, Students who wish to share
make-believe characters they 15 min – word work practice Quack. I will read a story can do so with their peers
developed. Students can check (writing snap words) without showing the pictures (priority will likely be given to
“completed” stories to make 10:00-10:15: Read-Aloud: Pete and students will use their those who haven’t shared
sure their characters are out the Cat and his Four Groovy imaginations and thinking lately).
of trouble. If students Buttons brains to create a mental 9:50-10:15: Independent Work
‘complete’ a story, you can 10:15-10:30: What’s your movie in their heads. After Time
encourage them to draw favourite Pete the Cat reading the story a couple of 10:15-10:30: Sharing Time
pictures, add more make- saying? Pick one from Pete times, students will draw a *Individual reading
believe characters, or begin the Cat’s Groovy Guide to visualization of the movie assessments will take place
again by making up a new Life (watch for pictures of they had in their heads! (10:00- during independent writing
character for a new story. choices on Dojo) and make a 10:15ish to read the story, 10:15- time.
9:45-9:55: Sharing Time. poster to hang in your 10:30 to visualize). Please post Please submit pictures of the
Students who wish to share learning space! pictures of visualizations to stories your child has
can do so with their peers ClassDojo. written/drawn via Dojo.
(priority will likely be given to
those who haven’t shared yet
).
9:55-10:15: Independent Work
Time (continue from above) –
maybe students got new
ideas from listening to their
classmates share?
10:15-10:30: Sharing Time and
finish reading XXXXXX.
*Individual reading
assessments will take place
during independent writing
time.
Please submit pictures of the
stories your child has
written/drawn via Dojo.
10:30-11:05: Snack and Physical
Activity Break
11:05-12:10 Language Arts:
Reading
11:05-11:20: Whole Group Mini
Lesson: Picking A Perfect
Reading Spot – what should we
think about when we pick a
reading spot? What is going to
make our reading enjoyable
and allow us to focus on our
book? Lighting – bright or
dim? Noise – quiet or loud?
Seating – hard or soft?
Position – leaning back or
laying or standing or sitting?
11:20-11:55: Independent Work
Time (suggested breakdown):
15min – read to self/read to
someone/listen to reading
(RAZ Kids, books at home,
etc.) – try to practice our
new strategy!
10 min – word work practice
(reading snap words) –
flashcards, games, practice
Mastery Passages, etc.
10 min – word work practice
(writing snap words) –
SpellingCity, Look-Say-Spell-
Flip-Write-Check strategy,
etc.
11:55-12:10: Share – what was
your favourite reading spot?
Please upload a picture of
your child reading in their
favourite reading spot!
10:30-11:05: Snack and Physical
Activity Break
11:05-12:25 Math
11:05-11:20: Lesson 6: Shrinking
Patterns! Just like how
patterns can grow, they can
also shrink by subtracting or
taking away pieces or
amounts. After a brief
introduction of shrinking
patterns, we will introduce a
matching game
11:20-11:45: Independent Work
Time: Students will work the
pattern matching game
(pages 33 and 34, with each
square cut out) using the
best fit definition/picture for
each term. Please submit a
picture of their completed
match game to ClassDojo
portfolios.
11:45-12:00: Lesson 7: Predicting
Shrinking Patterns. We will look
at shrinking patterns and
figure out how we can predict
them by subtracting or
taking away pieces or
amounts.
12:00-12:25: Independent work:
Students complete page 39
and play Prodigy with the
remaining time. Please submit
a picture of the completed
page 39 on ClassDojo (please
read the instructions so the
10:30-11:05: Snack and Physical
Activity Break
11:05-12:10: Language Arts:
Writing
11:05-11:15: Lesson 4: Writers
Bring Stories to Life! – We can
add life to our stories by
unfreezing characters
(making them move or talk),
telling our story in small
steps, and by bringing out the
inside (making characters feel
and think).
11:15-11:35: Independent Work
Time: Working at their own
pace and level, students can
add life to their stories using
the strategies listed above.
11:35-11:40: Reminder: When
You’re Done, You’ve Only Just
Begun – It’s okay to go back
and revisit old stories to
make them better. Real
writers do it very often!
11:40-12:00: Independent Work
Time.
12:00-12:10: Share
Please upload a picture of
your child’s story to
ClassDojo.
10:30-11:05: Snack and Physical
Activity Break
11:05-12:25: Math
11:05-11:20: Lesson 8:
Representing Growing and
Shrinking Patterns.
Sometimes it’s easier for kids
to look at patterns in
pictures rather than symbols
(i.e., XX, XXXX, XXXXXX,
XXXXXXXX, rather than 2, 4, 6,
8). We will talk about how to
represent patterns pictorially
to make them easier to
figure out!
11:20-11:45: Independent work
time: Students will complete
page 43. Please take a picture
of the completed page and
post it to ClassDojo.
11:45-12:00: Lesson 9: Creating
growing and shrinking
patterns. We will use what we
know about growing and
shrinking patterns and their
predictability to create some
of our own. Students will need
manipulatives/objects that
they can make patterns with.
12:00-12:25: Independent work
time: Students can create
growing and shrinking patterns
at home using objects or
drawings. Please submit
pictures to me on ClassDojo.
Using the pictures submitted
to me, I will be posting them
**IF YOUR CHILD HAS
MASTERED THEIR READING OR
WRITING SNAP LEVEL: Please
submit a video of them
reading the mastery passage
for their level (reading) or
submit the sentences they’ve
written with their snap words
(writing).
12:10-1:20: Snack and Physical
Activity Break
1:20-2:50: Science
1:20-1:35: Critical Thinking
Experiment: Mystery Bottle
Students will need 2-3
different sized bottles with
lids (reusable water bottles,
pop bottles, plastic jars, etc.)
and an area where they can
test (bathtub, sink, bin filled
with water).
Predictions: Will the empty
jars float with the lids on? Will
the empty jars float with the
lids off?
Discuss – why did some of the
uncapped containers float
while others sank?
1:35-1:55: Independent work
time: CHALLENGE TIME: Make
a bottle float upright in the
water so that it floats as
high as possible. Make a bottle
float upright so it is half
submerged. Make a container
float as low as possible. If
you’re able to figure these
pages are completed properly
).
12:25-1:20: Snack and Physical
Activity Break
1:20-2:20: Science
1:20-1:30: Experiment: Sinking
Floaters – You have
(hopefully) made a boat out
of plastercine (if not, you
have some time to make one).
How can we make our
plastercine boat sink (without
turning it back into a ball?) –
We will be adding weight to our
boats to make them sink!
1:35-2:00: Independent work
time: Students will need the
plastercine boat they made
yesterday and a weight to
add to their boat (coins,
marbles, pebbles). How much
mass can they add to their
boat before it sinks? Count
the coins, or marbles, or
pebbles, or whatever other
object you are using as
weight. CHALLENGE: Can you
manipulate your plastercine
(without adding anything) so it
holds more mass? Record
12:10-1:20: Snack and Physical
Activity Break
1:20-2:50: Social Studies
1:20-1:30: What are the cardinal
directions? We will talk about
North, East, South, and West
and look at a compass rose.
1:30-1:45: Using the compass on
your device (or your
knowledge of directions), find
North, South, East, and West.
Designate a space in your
home or yard and play a
game. You say a direction and
your child has to go to that
wall/area/side of the playing
area or point in that direction.
Switch up the directions to
have kids running around or
pointing everywhere. For a
twist, have your child call the
directions and you have to
point or run in the direction
they tell you to. Take pictures
or video of you playing the
game and post to ClassDojo.
Please also complete the page
with the missing directions on
onto TEAMS and ClassDojo
stories so the kids can try to
figure out what would come
next for each other’s
patterns! For any patterns
your child figures out, feel
free to post pictures or
videos to ClassDojo!
12:25-1:20: Snack and Physical
Activity Break
1:20-2:20: Social Studies
1:20-1:35: What are symbols?
We use symbols to help us
read a map! When our maps
have symbols, they also have
a key or legend to help us
understand what the symbols
mean. We will look at the page
introducing symbols and use
the key to label the symbols
on the map.
1:35-1:45: Independent Work
Time to complete the page
started above. Please submit
pictures to ClassDojo.
1:45-1:55: Drawing symbols on
maps. We will practice drawing
symbols on a map using the
page sent home on Friday.
1:55-2:20 Independent Work
Time to finish up drawing
symbols and to revisit maps
from last week to add
symbols and legends! Please
submit pictures of both when
completed to ClassDojo.
out, take pictures and share
them on Dojo!
1:55-2:15 – Share & Conclusion:
How did you manipulate the
bottle to get it to float as
high as possible, be half
submerged, and float as low
as possible? Take away from
the experiment: the more
mass added to the bottle, the
more water will be displaced
to keep the bottle floating
(the deeper it will sink into the
water).
2:15-2:25: Experiment: Floating
Sinkers – Miss B will
demonstrate how a ball of
plastercine sinks in water.
Your challenge will be to make
plastercine float in water!
2:25-2:50: Independent Work
Time: Students will need
plastercine (supplied last
Friday). Without adding
anything, how can you
manipulate plastercine so it
floats in water? Hold on to
your plastercine boat—you will
need it tomorrow! Submit on
Dojo a picture of your
plastercine boat!
how much mass (how many
and what you were using as
mass (i.e., 12 pennies) to
ClassDojo).
2:00-2:20: Students will log
back on to teams and share
how much mass their boat
could hold. We will talk about
strategies that could help
holding more mass (greater
surface area, walls, etc.).
What sorts of things could we
add to our plastercine boat
to make it hold more mass?
the compasses and post a
picture of it as well.
1:45-2:00: Reading a map to
determine directions. We will
look at the page that reads
“Look at the picture and then
answer the questions”. Using
what we know about the
directions, can we figure out
the mystery object? We will
practice reading the map
together.
2:00-2:10: Independent Work
Time: Students will complete
the page we began in the mini-
lesson
2:10-2:25: Following directions
to make a map! Using the
symbols on the last page, and
the blank map in the middle,
we will follow directions to cut
and glue the symbols where
they belong. Students will need
scissors and glue to complete
this activity.
2:25-2:50: Independent Work
Time to complete cutting and
pasting their map. Post a
picture to ClassDojo when
complete. ALSO: Please return
to the map your child made
of their bedroom/living
room/house last week and
edit it to add a compass rose!
Post a picture to ClassDojo
when complete.
2:50-3:25: Office Hours – If 2:20-3:25: Office Hours – If 2:50-3:25: Office Hours – If 2:20-3:25: Office Hours - If
you have any pressing or you have any pressing or you have any pressing or you have any pressing or
lingering questions, or if your lingering questions, or if your lingering questions, or if your lingering questions, or if your
child would like one-on-one child would like one-on-one child would like one-on-one child would like one-on-one
support with their support with their support with their support with their
assignments, please feel free assignments, please feel free assignments, please feel free assignments, please feel free
to connect with me. to connect with me. to connect with me. to connect with me.
Friday, September 18th
8:25am: Please be logged on to Teams. Attendance will be done during this time.

**NO PARENT MEETINGS ON FRIDAYS**

8:30-10:00: Math
8:30-9:15: MIPI Assessment – Please read MIPI Assessment notice on ClassDojo/TEAMS.
9:15-10:00: FACT FRIDAY! Complete the routine that works best for your family and meets your child where they’re at! Feel
free to upload pictures of what you’re doing to ClassDojo.
10:00-10:15: Snack and Physical Activity Break
10:15-11:35: Art & Resource Exchange
Stay tuned to ClassDojo for the link to our weekly art lesson! Be sure to take a picture and submit it to ClassDojo when it’s
completed!

At some point during this time, please attend your child’s home school to pick up their package for next week. I have asked
for all packages to be placed in a clearly labeled bin outside the front doors of schools. All the things you need for your child will
be in an envelope labeled with their name. If you are unable to make pick-up during this time, please let me know and we can
make alternate arrangements!