June 15-19

Dear Parents,

Reminders

-Please send your child with an extra bag this coming week.  I will be sending home a variety of items for the end of the year.

-Last day of school on Friday June 26

Our Commitment to Truth and Reconciliation Through Learning on the Land

This year, our Grade 1 students continued to build their understanding of Truth and Reconciliation through meaningful experiences in our school learning grounds. We recognize that learning about the land helps children develop respect, responsibility, and appreciation for the many relationships that connect people, plants, animals, and the environment.

As a school community, we are committed to learning from and caring for the land around us. Together, we will play, learn, and care for the plants, trees, and living creatures that share our learning grounds. Through hands-on experiences, students  developed an understanding of reciprocity—the idea that when we receive gifts from the land, we also have a responsibility to care for and nurture it in return.

By exploring, observing, and caring for our outdoor spaces, students strengthened  their connection to the natural world while learning about stewardship, respect, and belonging. These experiences support our ongoing commitment to Truth and Reconciliation by helping children understand their relationship with the land and their role in caring for it now and in the future.

Grade 1 Learning Intentions

Science (Alberta Curriculum)

• I can observe and describe living things in our learning grounds.
• I can identify the needs of plants and animals and explain how they survive.
• I can recognize how people affect the environment and how we can care for it.
• I can explore the relationships between plants, animals, people, and the land.
• I can demonstrate ways to care for living things and natural spaces.
• I can ask questions and make observations about the natural world around me.
• I can record what I notice using pictures, words, and labels.

English Language Arts and Literature (ELAL)

• I can listen to and share ideas about my experiences in nature.
• I can ask questions and communicate my observations about plants, animals, and the environment.
• I can use drawings, labels, words, and sentences to share my learning.
• I can read and respond to stories, teachings, and informational texts about the land and living things.
• I can build and use new vocabulary related to nature, stewardship, and community.
• I can create simple texts that describe what I observe and learn outdoors.
• I can participate in conversations that show respect for different perspectives and experiences.

Connection to Truth and Reconciliation

• I can show respect for the land and living things.
• I can recognize that the land is important to many people and communities.
• I can demonstrate responsibility by helping care for our learning grounds.
• I can understand that caring for the land is one way we show gratitude and reciprocity.
• I can learn from the stories, knowledge, and experiences that help us understand our relationship with the land.

June 8-12

Dear Parents

Reminders

-All library books should be returned to the library

-Exchanging of decodable reading books will continue next week.

This week, we wrapped up our gymnastics unit with the children exploring the Climber.  Children enjoyed practicing their balancing, rolling, and climbing skills to build strength and confidence.  

Learning Outcomes

• I can balance my body in different ways using different body parts.
• I can move safely through space while doing gymnastics activities.
• I can create different body shapes at high, medium, and low levels.
• I can show control when rolling, rocking, and balancing.
• I can use strong and safe body movements during gymnastics.
• I can travel in different directions using gymnastics movements.
• I can demonstrate body awareness while moving on mats and equipment.
• I can follow safety rules during gymnastics activities.
• I can try challenging movements using my personal best effort.
• I can combine movements to create a simple gymnastics sequence.
• I can cooperate respectfully with others during gymnastics activities.
• I can describe how physical activity makes my body feel.

 

Literacy

This week we focused on one of our last letter sounds, "LE". Take a look below at the home practice.

June 1-5

 Dear Parents,

Reminders

-Please return all library books this Wednesday. Students will not be taking out any new books from the libary as Mrs. Norman prepares the library for the end of the year.

-Please continue to exchange decodables on Mondays and Thursdays for the next two weeks.

Math

This week we have been busy posing questions, collecting data,  analysing the data, and thinking about what we have learned.  Students have been using modeled questions, writing their own questions, and surveying their peers to collect information on a variety of topics.

Learning Intentions

• I can ask questions to gather information from my classmates.
• I can share my ideas and answers during a class survey.
• I can collect data about people, objects, and events in my classroom.
• I can record information that I gather from others.
• I can sort information into categories.
• I can use tally marks to keep track of information.
• I can compare groups of data.
• I can answer questions about a graph.
• I can tell which category has the most or least.
• I can compare information shown on a graph.
• I can explain what a graph tells me.
• I can use data to make observations.
• I can make predictions before collecting data.
• I can share what I notice about data patterns.

Literacy

May 25 -29

Dear Parents

Reminders

Tomorrow we will be having our final library exchange. Please send your child's library book so that they may exchange them for new picks!

Please remember to send your child's decodable book.  As we are finishing our last few phonetic lessons, I would love for all the children to choose a book from the last bin.

Fun Lunch on Monday!

This week, we were fortunate to have the Calgary Flames Classroom Crew at our school.  This group of talented sports-minded people worked with our students to build foundational skills in ball hockey and flag football.

Learning Intentions

• I can move safely when I play games with others.
• I can run, stop, and change directions while playing.
• I can kick, throw, catch, or pass a ball with control.
• I can hold and use sports equipment safely.
• I can practice balancing, dodging, and moving in open space.
• I can follow game boundaries and stay in my space.
• I can try new movement skills during hockey and football activities.
• I can move my body in different ways during warm-ups and games.

Cooperation & Teamwork

• I can work together with my teammates.
• I can encourage others during games and activities.
• I can listen to coaches, teachers, and teammates.
• I can include others when we play.
• I can show kindness and respect during games.

Wellness & Personal Growth

• I can keep my body active and healthy through play.
• I can notice how exercise makes my body feel.
• I can use calming strategies when I feel frustrated or excited.
• I can try my best even when a skill feels challenging.
• I can practice good sportsmanship when I win or lose.
• I can make safe choices during physical activities.

Rules, Safety & Responsibility

• I can follow the rules of a game.
• I can play safely with sports equipment.
• I can remember to look where I am moving.
• I can help keep myself and others safe during activities.
• I can participate responsibly during games and practice.

Reflection & Confidence

• I can celebrate my effort and growth.
• I can feel confident trying new games and activities.

Literacy

This week we focused on the r-controlled vowel sound of ER.  Below is some home practice that you may want to review with your child. 

May 18-22

Dear Parents,

Reminders

·      In your child’s backpack, you will find our Communication folder.  You will find a sample of your child’s reading, writing, and math.  Please take time to review these samples with your child and make comments on their work.

·      Decodable book exchange on Mondays and Thursdays.  Please remember your book

·      Library on Wednesday.  Mrs. Norman is beginning to collect overdue books and will be sending out bills for missing books.

Subtraction

We have been working hard for the last month to build our understanding of addition and subtraction and improve our fact fluency. 

Learning Intentions

• I can show subtraction as taking away, comparing, or finding the missing part.

• I can solve subtraction equations to 20 using different strategies.

• I can explain what subtraction means in a math problem.

• I can use pictures and drawings to help solve subtraction problems.

• I can use tallies to show and solve subtraction equations.

•  I can use a number line to count back and solve subtraction problems.

• I can use counters, cubes, or objects to model subtraction.

• I can use ten frames to help solve subtraction facts.

•  I can find the missing number in a subtraction equation.

• I can use counting back to solve subtraction problems.

•  I can use counting on to help find the difference.

• I can use known facts and patterns to help solve subtraction equations.

•  I can solve subtraction problems to 20 independently using a strategy that works for me.

The following information is a summary of the work that we have been doing on subtraction for the last few weeks.  Some suggestions for activities to support your child's learning are included.  

•	When you know a total amount and you want to figure out how many are left when you take some away, you can count back from the total.   For example, if there are 14 birds and 6 fly away, you can count back to see how many birds are left: 13 (after the first bird flies away), 12, 11, 10, 9, and 8.   Note that when you count this way, you say one number for each bird that flies away. You can keep track with your fingers to make sure you say the correct number of numbers.   The number of birds remaining is the last number you say.
•	If you wish, you can count back by 2s and say 12, 10, and 8 as you think of 2 birds flying away at a time.
•	You can represent the situation on a bar model like this:     The bar model shows that there were 14 birds in total; one part (the birds that flew away) was 6, and the other part (the birds that stayed) was 8.
•	You can count back to subtract the part you know from the total.   For example, if there were 14 birds and now there are 8, you can count back 6 numbers from 14 to figure out how many birds flew away: 13, 12, 11, 10, 9, 8. You said 6 numbers and ended on 8, so you know that 6 birds flew away.
•	You can count back until you get to the part you know to figure out the part you don’t know.   For example, if there were 14 birds and now there are 6, you can count back from 14 until you get to 6. The number of numbers you say is the number of birds that flew away: 13, 12, 11, 10, 9, 8, 7, 6. You ended up at 6. You said 8 numbers, so you know that 8 birds flew away.

 

Subtracting by Counting On

•	Sometimes you know a total and a part, and you want to figure out the other part. This can be done by counting forward, or counting on, from the part you know.   For example, suppose there are 14 people coming for dinner. If you know there are 6 plates on the table, you could count on from 6 to 14 to figure out how many more plates you need.     It’s not the last number that you say that tells you how many more you need; it is how many numbers you say.   You can keep track with your fingers. In this case, you said 8 numbers, so you need 8 more plates.
•	You can count on by 1s or 2s. If you count by 2s, you need 2 plates for every number you say.
•	You can represent the situation on a bar model like this:
•	Even though you are counting on it, you are actually still subtracting the part you know from the total: 14 − 6.

 

Helping Your Child

It is useful for children to continue to practise counting on and also to practise counting back from numbers less than 20. Some practice in counting on by 2s (not starting at 1) is also useful, but do this only when the child is ready.

 

Your child can practise at any time. For example, you can say, “Count on from 6,” “Let’s count back from 15,” or “Can you count back from 10 by 2s?”

Literacy

This week during our literacy time we have been focusing on R controled vowels.  The following is some home practice you may want to look at with your child.  

May 11-14

Dear Parents

Reminders:

-No School Monday 

-Please remind your child to return and exchange their decodable book on Tuesday and Thursday this week.

Science

We have been learning to research and record information through nonfiction illustrations and text.  Students have been gathering information on Coyotes, as they are an animal familiar to our local environment.  From reading non-fiction text, listening to short informational videos, and viewing pictures, students have gathered information on the features, needs, and environment of the coyote.  Take a look below to see some of our learning this week.   

Learning Intentions

• I can ask questions about coyotes and learn new facts.
• I can describe what a coyote looks like using pictures and words.
• I can identify body parts that help coyotes survive in nature.
• I can explain where coyotes live and what they need to survive.
• I can describe what coyotes eat and how they find food.
• I can explain how coyotes move and stay safe.
• I can share ways people can safely live near coyotes.
• I can use illustrations to show scientific ideas about coyotes.
• I can share my learning about coyotes with others.

 ELAL 

• I can find information about coyotes in books, pictures, and videos.
• I can listen carefully to learn new facts about coyotes.
• I can use pictures and words together to understand information.
• I can ask questions before, during, and after learning.
• I can talk about important facts I learned about coyotes.

Writing & Representing

• I can draw detailed pictures to show my ideas about coyotes.
• I can label my illustrations with words.
• I can write simple sentences about coyotes.
• I can organize my ideas so others can understand my learning.
• I can share my ideas using both illustrations and words.

Oral Language

• I can talk about what I learned about coyotes.
• I can share my ideas clearly with classmates and teachers.
• I can listen respectfully when others share their learning.
• I can use new science words when talking about coyotes.

Literacy Learning

This week we wrapped up our learning of y say I and y says e.  Ask your child when each sound is used at the end of a word.