November 20-23

 November 24

Thank you to all parents for connecting during parent teacher conferences.  I hope you enjoyed the update on your child’s progress so far and the next steps for the second part of this term.  It is so wonderful to take time to reflect on the progress that everyone has already shown since the start of this year and I am so proud of each student and the growth they have shown already.  Grade one is always such a remarkable year, as big changes can happen in a relatively short period of time.  It was wonderful to hear the positive feedback regarding home literacy and we encourage you to enjoy reading at home.  I’m excited to continue this journey and what lies ahead as we continue through this year.

This week, we moved into exploring Science and the topic of Matter as students analyze properties of objects and investigate how they can be changed.  We began by talking and thinking about objects.  We then looked at a variety of different objects in the classroom and think about what they look like and feel like and what we notice.  We then drew a few different objects and then picked one object to think of words to describe it.  We were very good at thinking through a scientific focus.  We also began to think of our 5 senses as well.  We are excited for our field trip to the Telus Science Center this Thursday and will continue to explore more of these science ideas before we go.     

Learning Intentions:

I can identify measurable properties of objects.

I can make observations using various senses.  

November 15-17

 Patterns, Patterns Everywhere! 

In the past few weeks, we have moved on in our math to now to looking at learning about patterns.  We have been working on making and creating, describing, and transferring patterns in math.  Along with this, we have also been discussing different communities that we belong to, specifically our family.  On Friday, in a cross-curricular activity, we create a pattern based on the members of our family.  Students were asked to represent each member of their family (who lives directly in their house) with one colour.  They then had to build their ‘family’ pattern using interlocking blocks.  The pattern then had to be repeated 3 times, as a pattern is not a pattern if it does not repeat at least 3 times.  Students then transferred their block pattern to using beads and created a family bracelet.  They have brought home their family pattern bracelet and hopefully, they will share it with you.  

Success Criteria

I can create my family pattern with interlocking blocks, each block will represent a different person in my family.

I can create a family bracelet that has a different colour bead to represent every member of my family

I can repeat my family pattern ONLY 3 times using the beads.

I can string my beads on a lace to complete my family pattern.

I can tell a partner about the core of my family pattern

Other ways to work on patterns:

Look for patterns in your daily environment - when you are driving in the car, around the house, on clothing

Think of ways that your child’s life forms a ‘pattern’ and talk about this - eating meals, going to school, getting ready for school or for bed

Think about other patterns in our daily lives - seasons, day and night 

Find items around the house and make patterns!  We love pictures - you can send us pictures of your child doing some patterns too! 

 The Power of One 

As a grade one group we began the school year building our classroom community. As part of our School Development Plan in connection with our Wellness Curriculum, we read several books such as Don’t Eat Your Classmates, Our Class is a Family and Kindness is My Superpower. All of these books had the theme of kindness. Through lessons, discussions and reflections our students built an understanding of how we show kindness to ourselves, each other, and this place. Next, we read The Power of One. Students were asked to identify ways they show kindness and contribute to creating a respectful classroom community. 

Taking a closer look… When designing our next tasks we wanted our learners to recognize how every individual is unique and can make a difference. We wanted the children to be able to recognize those characteristics in themselves. Connecting to our work around Terry Fox and Phyllis Webstad, we looked at the characteristics that made each of these individuals unique. We brainstormed words and represented our learning through illustrations and words. Finally, through writing and discussion, we had students make the connection between the leadership characteristics in Terry and Phyllis and think about what characteristics they see in themselves and what characteristics they would like to show more of in themselves. Students planned their writing through pictures and then captured their thoughts in their writing. 

As an extension, we also created an art piece, using plasticine.  We were inspired by Barbara Reid and looked at her talents at creating art through plasticine.  We then each created our own “Super Me” and picked one of our power of one traits to show through this art piece.  

I can:

· I can identify 2 or 3 unique characteristics, that contribute to you creating a place of kindness   

 

· I can identify one way that I can create a place of kindness and respect 

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