Today's agenda notes:
-Read for 20 minutes
-Spelling pg. 81-84
-Spelling sentences
-Cursive up to pg. 82
-Math test signed and returned
-PD Day Friday no school
-Valentine's Day Spirit Day Wednesday wear red, pink, and/or white
-Math worksheet

For math today: we looked at representing fractions as part of a length. We started off reviewing what we learned last Thursday about equal parts.

Students figured out how many of each fractional part makes a whole.
e.g. How many thirds make a whole? How many tenths make a whole? etc.

After we practiced with our fraction strips to put together our own fraction chart and to figure inquire and explore how different fractional parts can represent different fractions. For example seeing how 2 quarters make one half.

Students were really good at telling me we couldn't use different fractional parts because they have to be equal.

Found out that 1/2 is also 5/10

So did another group

Putting it all together

Found out that 1/2 is also 3/6

As we explored students learned through exploration to investigate how different fractions can make other fractions. After we consolidated by having a strip of paper and students were to fold their paper to make fractional parts and named them out loud.

I modeled how to fold thirds and sixths.  We then looked at shading the parts and how to name the shaded parts with the entire fraction

So...

Then we proceeded to work on our worksheets.

After we had first lunch and recess.

For language today we did our spelling lesson looking at 'ch' and 'wh' digraphs

The grade 2a words are:

1. what

2. such

3. where

4. peach

5. much

6, when

7. whip

8. arch

9. coach

10. who

The grade 2b words are: (r with vowel sounds)

1. year

2. care

3. large

4. start

5. before

6. order

7. party

8. fork

9. cheer

10. chair

11. garden

12. morning

13. compare

14. clear

15. appear

16. court

17. course

18. pour

19. prepare

20. fearless

After we went to French with Mme. Stella. 

When we returned we worked on writing an explanation about a banana.

We talked about what writing an explanation means.

Then we watched a small video to activate our knowledge about bananas and brainstormed ideas about what we could write about.

'Imagine that you have to explain what a banana is and where it comes from to someone who has never seen or heard of one.'
Students describes the shape as a crescent, moon, smile, boomerang, or something else.
They described the colour, texture, how it tastes, talked about how it is healthy and nutritious.
They described that it comes from a banana tree.

Students are still working on this and will be revising and editing their work tomorrow.