Weekly Schedule: September 21st to September 25th

Important Dates/Things to Remember: Picture day for Westminster students is September 30th. 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 21st
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.
9:00-10:30: Language Arts:
Writing
9:00-9:20: Lesson 6: Serious
Writers Get Serious about
Spelling. We want to help
students build confidence in
using inventive spelling. There
are many strategies that we
will develop to help with
spelling. We can start with our
snap words. Focusing on
writing snap words gives
students a starting point for
their writing. Students now
also have personal dictionaries
they can use to record words
they aren’t sure how to spell.
How you use the dictionary is
up to you—use it for fancy
words, tricky snap words,
vocabulary words, etc. It’s a
Work to be handed in is highlighted in blue.
Materials you will need are highlighted in green.
Tuesday, September 22nd Wednesday, September 23rd Thursday, September 24th
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. 8:30-9:00am: Phys. Ed. 8:30-9:00am: Phys. Ed.
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 8: Fiction
Lesson: Lean on the Pictures Lesson: Put on the Writers Sometimes Write
– When trying to Character’s Face – while Series – We’ve talked about
understand/comprehend a reading, take some time to this before, but sometimes
story, the pictures can be reflect on how the character fiction writers like a
very helpful tool! We will talk might be feeling. “Put yourself character so much, they
about using the pictures to in the character’s shoes.” To write lots of stories about
help us remember what was reinforce the ideas, we can them! We will talk about
happening in the story. make the faces we think revising some of the
9:15-10:00: Independent Work reflect how the character favourite characters we have
Time feels. created and try to bring
15 min – read to 9:15-10:00: Independent Work them back into our next
self/someone/listen to reading Time writing. OR we can try to
– try to practice our new 15 min – read to come up with a new
strategy self/someone/listen to reading character, keeping in mind
15 min – word work practice 15 min – word work practice that we could write a series
(reading snap words) (reading snap words) about them.
15 min – word work practice 15 min – word work practice 9:15-9:40: Independent Work
(writing snap words) (writing snap words) Time
great tool to have while 10:00-10:15: It’s the first day of 10:00-10:30: Read-Alouds: “The 9:40-9:50: Sharing Time.
writing! The important thing Fall! We will briefly discuss Way I Feel” and “How Are You Students who wish to share
to remember is that some of the seasonal changes Peeling? Foods with Moods”. can do so with their peers
students should know how to that happen in the fall! Brainstorm: How many moods (priority will likely be given to
read all of the words that go 10:15-10:30: Depending on the can you think of? What do those who haven’t shared
into their dictionary. weather, take some time to those faces look like? What lately).
9:20-9:45: Independent Work enjoy fall and notice some of sounds might we hear? Tie 9:50-10:15: Independent Work
Time – Students can continue the changes happening! Feel into the Zones of Regulation. Time
working on a story, start a free to bring a book outside 10:15-10:30: Sharing Time
new story, or edit a story and do some reading while *Individual reading
they’ve already “finished.” enjoying the fresh, fall air. assessments will take place
9:45-9:55: Sharing Time. Please send pictures of the during independent writing
Students who wish to share time you take outside! time.
can do so with their peers Please submit pictures of the
(priority will likely be given to stories your child has
those who haven’t shared yet written/drawn via Dojo.
). We will mention the
importance of reading your
writing aloud to make sure it
makes sense to your readers!
9:55-10:15: Independent Work
Time (continue from above) –
students might want to try
reading their work aloud to
look for things to
correct/change.
10:15-10:30: Sharing Time
*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 10:30-11:05: Snack and Physical 10:30-11:05: Snack and Physical 10:30-11:05: Snack and Physical
Activity Break Activity Break Activity Break Activity Break
11:05-12:10 Language Arts:
Reading
11:05-11:20: Whole Group Mini
Lesson: Making the Bumpy
Smooth. Beginning and
emergent readers often read
word-for-word. Reading word
for word doesn’t often
develop reading fluency, so
after reading something
word-for-word, encourage
students to go back and re-
read, making their “bumpy”
reading smooth!
11:20-12:10: 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!
15 min – word work practice
(reading snap words) –
flashcards, games, practice
Mastery Passages, etc.
15 min – word work practice
(writing snap words) –
SpellingCity, Look-Say-Spell-
Flip-Write-Check strategy,
etc.
I would love to hear/see
videos of kids making their
bumpy reading smooth! If
you have tried this strategy,
feel free to take a video and
submit it to ClassDojo!
11:05-12:25 Math
11:05-11:20: Lesson 10: Using T-
Charts/Tables of Values: We
will introduce a very tricky
concept for some kids: Tables
of Values. We can use tables
of values to solve pattern
problems. We will do 2
examples as a class (pages 51
and 53), then students will
work independently on 2 more
examples (pages 54 and 55).
11:20-11:45: Independent Work
Time: Students will complete
the table of values on pages
54 and 55. Please submit a
picture of their completed
pages to ClassDojo portfolios.
11:45-12:00: Lesson 11: Creating
T-Charts/Tables of Values:
We will return to this tricky
concept for more practice—
this time, creating our own
tables of values using pages
58 and 62.
12:00-12:25: Independent work:
Students complete pages 58
and 62. Please submit a
picture of the completed
pages on ClassDojo.
11:05-12:10: Language Arts:
Writing
11:05-11:15: Lesson 7: Writers use
Checklists to Set Goals!
Using the narrative writing
checklist, we can find areas
that we are working on! Even
though everyone is at very
different stages, we all have
things that we can work on!
If there’s a lot of “not yet”
checked off, just choose two
or three to work on to begin!
11:15-11:30: Self-Reflection Time:
Use the checklists to
determine what areas you
want to set goals in!
11:30-12:00: Independent Work
Time. Begin tackling some of
those goals! If you aren’t
sure where to begin, feel free
to reach out!!
12:00-12:10: Share
Please upload a picture of
your child’s story to
ClassDojo.
11:05-12:25: Math
11:05-11:20: Lesson 12: PATTERNS
REVIEW. I will introduce some
review activities that the kids
can work on to solidify their
understanding of patterns. If
there is anything they are
struggling with, I am available
at this time to provide one-
on-one support, small group
support, mini-lessons, etc.
Please reach out and it will be
arranged!!
11:20-12:10: Independent Work
Time to work on patterns
review booklet and
attend/receive support from
Miss Bourassa with pieces
they’re struggling with. Please
upload pages of review
booklet as they are
completed.
**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
1:20-1:40: Floating Sinkers:
Experiment Intro; read-aloud:
“The Most Magnificent Thing”
Students will need some rocks
(of varying sizes—the heavier
the rock, the trickier this
experiment will be, but rocks
that are very small and light
will make this experiment too
easy!). Students will also need
some materials they could
use to make a floating device
for their rock. Some things
you might consider using are:
corks, plastic lids, yogurt
containers, Styrofoam,
balloons, plasticine, tin foil, etc.
They will also need somewhere
to test (bathtub, sink, bucket
full of water). Just like how
we use life jackets, our
challenge today will be to
create a device that will allow
our rock to float!
12:25-1:20: Snack and Physical
Activity Break
1:20-2:20: Science
1:20-1:40: Making and Modifying
Plasticine Boats. Introducing
the terms stability and load
capacity. Create “Boat Rating
System”
Students will need plasticine, a
“load” (coins, washers,
marbles, pebbles, etc.) and a
testing area.
1:40-2:05: Experiment Time: We
will be trying out different
sizes and shapes of plasticine
boats to determine which one
has the best stability and load
capacity. Using the rating
system we came up with in
the lesson intro, students can
rank the boats they’ve made
to determine what the best
shape and size is for stability
and load. As they test, use
the “Stability and Load
Capacity Record Page” to
record attempts. Please take
a picture of this page and
12:10-1:20: Snack and Physical
Activity Break
1:20-2:50: Social Studies
1:20-1:40: Me in the World
We will revisit our globe
(maybe not using Google
Earth this time—haha) and
find ourselves on the globe!
Where do we live? What
country do we live in?
Province? City? We can find
each of these places on a
map! Using the book “This Is
How We Do It” we will talk
about how there are people
living all over the world much
like we are.
1:40-2:20 Students will colour,
cut, and assemble the “The
Bigger Picture” handout.
Students will need scissors, a
glue stick, and pencil
crayons/markers to do this.
Please submit a picture of
the completed piece to
ClassDojo.
12:25-1:20: Snack and Physical
Activity Break
1:20-2:20: Social Studies/Health
1:20-1:40: Part of our social
studies curriculum is talking
about current events. To kick
off our discussion of current
events, we will talk about the
Coronavirus pandemic and
how it impacts us and how it
impacts the rest of the
world. We will brainstorm
ways that we can keep
ourselves and our community
safe in the fight against
Coronavirus. Then we will
brainstorm how we can tell
people about what they can
do to stay safe (poster,
commercial, radio ad, etc.).
1:40-2:15: Work time to create
PSA (take additional time if
needed)
2:15-2:35: Opportunity for
students to share what they
have created.
1:35-2:10: Experiment Time! upload it to ClassDojo after 2:20-2:35: We will return to
Students can use any completing the trials. continue reading “This Is How
materials they have at home 2:05-2:20: Sharing: both We Do It”
to try to create a successes and failures! *15 minutes tacked on to
contraption to make a rock tomorrow’s social studies
float. Just like in “The Most period.
Magnificent Thing” it’s
important to continue to try
new things, drawing on what
we’ve learned from our past
attempts. To make this
activity more challenging, try
bigger rocks or making more
than one rock float. Maybe
there’s more than one
contraption that can be
created?
As students create, have
them draw pictures of each
attempt. Please upload these
drawings to ClassDojo. Feel
free to also upload actual
pictures of the contraptions.

2:10-2:20: Tipping Straws:

Experiment Intro
Students will need a straw
and plasticine.
2:20-2:40: Experiment time:
The challenge with this
experiment is making a straw
float upright in the water by
adding plasticine. Is there
more than one way plasticine
can be added to the straw to
make it float? Please take
pictures/video of the
experiment and post to
ClassDojo.
2:40-2:50: Lesson
Consolidation: What have we
learned? Discuss effective
ways to make sinkers float.
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 25th
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
8:30-8:40: Quick check-in; see how review booklet is going
8:40-9:15: More time to work on review booklet and consult with Miss Bourassa for support. Please upload pages of review
booklet as they are completed.
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!