October 23-27

 For the last few weeks, students in grade one have been working on building their throwing, kicking, and fair play skills through target games.  During our phys. ed classes, students have had the opportunity to participate in different target activities such as kicking and throwing a ball into a net, aiming for bowling pins with a variety of materials, and participating in a variety of of centers.  Throwing a ball or beanbag overhand and underhand along with kicking a ball are all skills that can be practiced at home.  

Learning Outcomes:

I can move my body and be active in all areas of my life 

I can move safely in my space during different activities. 

I can play fairly and be engaged in different physical activities.

October 16-19

 In our class, we continue to build our understanding of letters and the relationship they have to the sound they most often make.  We have been working on our regular routines each day during word work to learn more about specific letters.  Over the past few weeks we have focused on Aa, Mm, Ss, Tt, Pp, Ff and Ii.  This coming week we will also be working on Nn and then doing some review practise with the vowels A and I.  In a very short time of time each day, we are able to do a variety of skills that are building our understanding of how to break apart words and blend them back together to be able to read and spell.  In the last few weeks we have also been able to start to use whiteboards to write these words and then change one letter of the word to make a different sound.  Ex. mat changed to sat.  This is very exciting for us and we build our skills and confidence with these letters and sounds.  We have also been practising how to print each of these letters properly in lower case so that we can be efficient writers.  In the next few weeks, we will be started our home literacy support by sending some books home with students.  More information will be coming to you all very shortly, so stay tuned.  

Due to teacher absences throughout last week, we do not have photos on this work, but will add very soon.  

Ask your child to work with some of these letters and see what they can do.  For example, write down the letters s, m, t, p, i and then ask them to write the word sit.  Then say the word mit and see if they can write the new word.  Have some fun with it!  

Learning Intentions:

I can recognize both uppercase and lowercase letters of the alphabet fluently

I can make connections between letters and sounds in words

I can read one- to two-syllable words of the most frequent letters- sounds used 

I can print letters with appropriate size and formation 

I can listen to the individual sounds of words and blend them into a word

I can listen to a word and separate the word into its individual sounds

October 10-13

 October 10-13

The last 2 weeks in math have found us exploring and learning about representing numbers.  We have looked at a variety of materials and ways to do this.  At the end of this week, we started to explore ‘teen’ numbers and build our understanding of these numbers.  Below you will find a summary of the key ideas your child has been learning in mathematics from the past 2 weeks. You can use this summary as background as you support your child’s work. Some suggestions for simple activities you can do with your child are also included.

Learning Intentions:

I can represent quantities using words, numerals, objects or pictures.  

I can begin to visualize quantities between 10 and 20 as groups or 10 and another quantity (ex. 13 is 10 and 3 more) 

Representing Numbers With Materials

Numbers can be shown in many ways. Each way usually shows something about the number.

These linking cubes show that 7 is made up of 5 and 2. The counters on this 10-frame show that 6 is 1 more than 5. The representation also helps someone see 6 instantly. These counters show that 8 is made up of 2 sets of 4. These fingers show that 5 is 4 and 1.

•	10-frames are usually filled from the top row left to right and then the bottom row left to right.
•	All five fingers on one hand are usually used before the fingers on the other hand are used.

There are always many ways to show a number, though. For example, all three of these representations show 7.

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Representing Numbers With Words and Numerals

Numbers can be shown using numerals or words.

1	one		6	six
2	two		7	seven
3	three		8	eight
4	four		9	nine
5	five		10	ten

Sometimes the numbers represent amounts but not always. For example, a 5 on a sports jersey does not represent a quantity.

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Representing Numbers With Tally Marks

Numbers can be shown using tally marks.Tally marks can show some things about a number.

9 is 5 and 4 more.

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Relating Numbers to 5 and 10

Numbers can be related to 5 or to 10. Relating a number to 5 or to 10 also shows things about the number.

4 is 1 less than 5. 8 is 3 more than 5. 8 is also 2 less than 10.

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Helping Your Child

Have your child count things at home where the total number is 10 or fewer. Include things with fewer than 5 items and things with close to 10 items.

Observe and support your child to make sure every object is counted once and only once.

Once your child says the total number, ask him or her to show it with counters or with tally marks. Counters can be any small, similar objects, such as buttons, pebbles, or toothpicks.

Ask your child about the number:

-	Is it more than 5 or less than 5?
-	Is it more than 10 or less than 10?
-	Is it a lot more (or less) or just a little bit more (or less)? Notes Students are asked to represent numbers in this lesson. “Represent” might be a new word for students, but it is important for them to become familiar with it. It will recur throughout their study of mathematics. To represent a number is to show it in a different way, such as with pictures, models, words, or actions. Representing a number in a different way can help students notice and show key features of that number, for example, how close it is to 10 or whether it is more or less than another number. Saying the Numbers Between 10 and 20 The names of numbers between 10 and 20 follow an unusual pattern. Rather than saying ten-one, ten-two, ten-three, and so on, we say eleven, twelve, thirteen, fourteen, fifteen, sixteen, seventeen, eighteen, and nineteen. Students can think of thirteen as “three-teen” and fourteen as “four-teen” to help make the connection between 13 and 14 and what we say. Eleven and twelve are special cases; their names do not follow any predictable pattern. Representing Numbers Between 10 and 20 Every number between 10 and 20 can be represented using one group of 10 and another group of 10 or less. • Students can use counters and 10-frames to represent the numbers 10 to 20: • Students can also use number racks to represent the numbers 10 to 20. Beads are moved to the left to represent a number: The beads on this number rack represent 13. • Any number can be represented by a word, a numeral, a picture, or model. Helping Your Child You can use everyday objects, such as rocks, sticks, or spoons, to help your child connect the words for teen numbers to the quantities they represent. Provide opportunities for children to count at home in situations where there are more than 10 items but not more than 20 items. Children do not need to learn how to write the words for these numbers. Notes Many students write numerals for teen numbers incorrectly because of the way the numbers are said. For example, they might write seventeen as 71 since they hear the 7 first. It takes time and continued attention to ensure students get this concept straight.

October 2-6

 For the last two weeks we have been learning about residential schools, the importance of Orange Shirt Day and recognizing the importance of Truth and Reconciliation.  We had the opportunity to participate virtually in an author's reading by David Robertson of “When We Were Alone”.  David spoke about his grandma's experience when she attended residential school and how when she arrived at school the things that made her special were taken from her.  Our students learned how children in residential schools wore uniforms, had their hair cut and were not allowed to speak their language or spend time with their families.  We also looked at the important work of Phyllis Wedstad, the author of Phyllis Orange Shirt and the founder of Orange Shirt Day in Canada.  The actions of Phyllis, her courage and leadership further built our understanding of the power of one individual to make and create change. Through reading books and discussions, students built their understanding and the importance of Orange Shirt Day, some things that make them unique, how children should feel when they come to school and that every child matters.  

Learning Outcomes:

I can listen and respond to others’ ideas

I can participate in listening, reading, viewing

I can connect to a story

I can write, represent or tell about experiences similar or related to those in text/media

I can share ideas from media texts with familiar audiences