April 27-May 1

Learning Outcomes


Fiction

Describe characters based on what they say, think, or do or what others say and think about them.
Examine ideas and information within texts that are explicit and implicit.
Explore how varied perspectives presented in texts can influence personal perspectives.
Examine how the interests, experiences, or perspectives of a character might influence how that character thinks, feels, or acts.
Examine contextual information about characters or events in fictional texts.

Non-Fiction
Examine a variety of text features that organize content and emphasize information that is most important.
Write to inform, explain, describe, or report for a variety of purposes and audiences.
Narrow research questions to determine a clear, well-defined topic.
Summarize and organize ideas gained from multiple sources, using a variety of methods or tools.

What Did Students Do?


This Week in Grade 5 Literacy: Exploring Perspectives and Research

This week’s literacy learning was rich and meaningful, connecting both fiction and non-fiction outcomes.

Fiction: Understanding Characters and Perspective

Students continued their novel study of Odder, focusing on developing a deeper understanding of characters. We worked on describing characters based on what they say, think, and do.

This week, students took on the perspective of a supporting character, Kairi/Twyla. As a class, we brainstormed details about her situation and gathered evidence from the text to better understand her experiences. Students then stepped into her shoes/paws and explored what she might think, feel, say, and do.

Through thoughtful discussions, students demonstrated strong empathy and began to recognize how a character’s experiences and perspective can influence their actions and decisions. Ask your child to tell you more about Kairi/Twyla and what they have learned about her!

Non-Fiction: Research and Informational Writing

In non-fiction, students explored how to research, organize, and present information. This work connected to both our literacy and science learning.

Students selected a traditional tool used by Indigenous peoples, such as a slingshot, bow and arrow, or spear, and began researching how these tools were used. As part of this inquiry, students are making connections to the four forces of flight, recognizing that these concepts have long been understood and applied by Indigenous groups, even if they were not described using modern scientific language.

Students practiced:

  • Using text features to locate and identify important information
  • Narrowing their research focus to a clear topic
  • Jotting down key ideas and organizing their thinking
  • Preparing to create an informative slide to share their learning

This is an ongoing project, and students are continuing to build their research and presentation skills.

It was a wonderful week of empathy, critical thinking, and inquiry as students explored both stories and real-world knowledge!

















Ask your Child
-to explain how division and fractions are connected. We looked at how division can be represented as a fraction and how this looks in an algebraic expression
-to tell you about the traditional tool they chose and to tell you one fact about it
-to tell you about their sunflower art 
-to explain what a haiku poem is
-to tell you about their haiku poem

Upcoming Events

  •  

    • May 5 – Fun Lunch (Mucho Burrito) 

    • May 7 – Whole School Photo  

    • May 7 – Nickle School Open House for Grade 5 (evening) 

    • May 8 – Parent Association Plant Delivery

Save the date: June 23 1:15 Grade 5 Farewell Assembly!

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