Janurary 25-29

Dear Parents,

What a great week we have had here in grade 1!  Take a look below to see what we have been learning.  

Reminders:

-Fun Lunch on Feb 2

-Teachers Convention Feb 12 13, and Family Day Feb 16 No School.

Math 

In math, we began looking at 2-dimensional shapes. We looked at shapes around us and began 

to sort and classify shapes according to their attributes.

Learning Intentions

I Can Statements

• I can name 2-D shapes like circles, squares, rectangles, and triangles.
• I can find 2-D shapes in my classroom, at home, and outside.
• I can describe 2-D shapes by talking about their sides and corners.
• I can sort 2-D shapes by how they look (size, shape, or number of sides).
• I can compare 2-D shapes and tell how they are the same and different.
• I can build pictures and designs using 2-D shapes.
• I can draw and label 2-D shapes.
• I can talk about shapes using math words like side, corner, and flat.

• I can make new shapes by putting 2-D shapes together.
• I can explain my thinking when I sort or build with shapes.

Literacy

This week we learned about V and Qu.  Please take a look at the home practice below

January 19-23

Dear Parents,

Reminders

• Students have been enjoying exchanging their decodable readers!  Keep it up on Mondays and Thursdays!
• As the weather continues to fluctuate, please remember to always send appropriate clothing for outside play.  
• Jan 30 is a system-wide PD day.  No school

Science

This week, with the return to winter weather outside, we have turned our focus back to seasonal changes in winter.  Through mentor texts,  classroom discussions, videos, and outside experiences, we have been learning about how people, animals, and the environment behave during this season. 

Learning Intentions

Science 

• I can tell what winter looks like.

• I can tell how winter feels (cold, snowy, icy).

• I can say how animals live in winter.

• I can say how people adapt to winter

• I can learn that winter comes every year.

• I can learn that Indigenous peoples learn about winter by watching nature.

• I can understand and represent the changes in our local environment during this season.

Literacy– Talking, Listening, Drawing & Writing

• I can talk about winter.

• I can listen to others talk about winter.

• I can draw pictures to show what I know about winter.

• I can write words or short sentences about winter.

• I can listen to stories about winter.

• I can learn that Indigenous stories teach lessons about winter and nature

Art

• I can make art about winter.

• I can share how winter makes me feel.

• I can make art that shows care for the land.

Wellness – Safety

• I can dress for winter weather.

• I can play safely in the snow.

• I can be careful on ice.

• I can help take care of myself and others in winter.

• I can learn that Indigenous teachings remind us to care for people and the land.

Literacy

We continue our learning of individual letter sounds, and are nearing the end of the individual letters of the alphabet that make their most common sound.  This week we worked on ‘x’ and ‘y’.  

Keep up the great home practising and returning our decodable texts!

January 12-16

Dear Parents,

Reminders:

• Please remember to bring your home reading book back to exchange on Mondays and Thursdays

• Next Thursday is our SoundKreations performance. Please read Mrs. Odegard's message emailed out earlier this week.

Math

Over the last few weeks worked hard to represent our understanding of numbers up to 50.  The following is a summary of the concepts and an illustration of some of the tools that we used to show our understanding of these larger numbers. 

Learning Intention:

• I can count forward and backward to 50.
• I can read and write numbers up to 50.
• I can show numbers up to 50 using objects, pictures, and numbers.
• I can tell how many are in a group up to 50.
• I can compare numbers up to 50 and tell which is more, less, or the same.
• I can explain my thinking about numbers using math words.
• I can make groups of ten and ones to show numbers up to 50

Using 10-frames to Represent Numbers

Students will use full 10-frames and one partially full 10-frame to represent numbers that include some tens and some additional ones.

•	For example, they can show 35 as:
•	They can show 27 as:

When a number under 100 has two parts as these do, showing some groups of ten as well as some ones, it is called a two-digit number.

When students represent 28 on a number rack, they can see that 28 is some groups of 5 and 3 more.

Helping Your Child

Provide opportunities for your child to count at home in situations where there are up to 50 items. You can count aloud with your child if your child finds that helpful.

Play a card game. Create two sets of cards, one showing the numbers 1, 2, 3, and 4 and the other showing the numbers 0 through 9. Place each set in a pile, face down. Turn over one card from each pile and have your child say the number. (Use the pile containing 1, 2, 3, and 4 for the tens digit of each number.) For example, if you turn over a 2 and a 7, your child should say “27.”

Literacy

During our focused literacy lessons we have been learning about one of the sounds that “W” and "J" make.  The following are some home practice that your child may do to solidify their understanding of this tricky sound.  

Just like counting, continued review and practice of letter sounds and making words help to solidify them into automatic skills in both reading and writing.  

January 5-9

 

Dear Parents,

Students spent the week preparing for our visit to the Sam Centre by learning about the greater community that we belong to, our City of Calgary. By viewing pictures, reading stories, watching short videos, and studying artifacts, we built on our understanding of community by learning about landmarks that make our community special, and logos or symbols that represent our city.  On Wednesday, we had the amazing opportunity to visit the Sam Centre at Stampede Park. While at the Sam Centre, students learned about the original caretakers of this land - the Indigenous peoples of southern Alberta, the beginnings of Stampede, our tradition of pancake breakfasts, our rodeo roots, and the role of agriculture at Stampede, and all the music entertainment and general western hospitality that goes along with the 10-day festival of Stampede that brings our city together!

English Language Arts & Literature – I Can Statements

• I can listen to stories and explain what they are about
• I can share my ideas and listen respectfully when others are speaking.
• I can make connections between stories and my own life.
• I can describe important ideas I learn through storytelling and role play.
• I can ask and answer questions about what I see and hear.
• I can use new words to talk about parades, traditions, and celebrations.

Social Studies – I Can Statements

Culture & Community

• I can describe how sharing traditions helps people feel connected.
• I can recognize that people celebrate in different ways.

Belonging

• I can explain what it means to belong to a community.
• I can describe ways people help others feel included.
• I can share how I feel when I am part of a group.

Cross-Curricular 

• I can follow group expectations during activities and field trips.
• I can reflect on what I learned after the experience.