Jan/ Feb
Place Value
Science- Senses
Partner Read
Dec. 3rd- 14th
Reading Strategies
We talked about the reading strategies Carful Caterpillar and Chunky Monkey.
Carful Caterpillar looks at the whole word carefully when reading.
Example: reading the word c-a-p, students might know the word cat well and read the word cat. We practiced reading the whole word to ensure the word we read makes sense. We are working on having students think when they are reading and stopping to re-read if the sentence does not make sense. For example: if a students reads "The boy wore a blue cat" instead of "The boy wore a blue cap" then they stop and think does the sentence make sense? And re-read using careful caterpillar.
Chunky Monkey breaks words into chunks to help read tricky words. For example: if a student is trying to read the word sunshine, they can chunk it to look at the word 's-u-n' / 'sh'/ ine
Ship: sh/ ip ---- ship
Quack: 'qu' / 'a' / 'ck' ---- quack
Practice these reading strategies when reading home reading books and raz-kids. Students can use multiple strategies to figure out tricky words on their own.
We talked about the reading strategies Carful Caterpillar and Chunky Monkey.
Carful Caterpillar looks at the whole word carefully when reading.
Example: reading the word c-a-p, students might know the word cat well and read the word cat. We practiced reading the whole word to ensure the word we read makes sense. We are working on having students think when they are reading and stopping to re-read if the sentence does not make sense. For example: if a students reads "The boy wore a blue cat" instead of "The boy wore a blue cap" then they stop and think does the sentence make sense? And re-read using careful caterpillar.
Chunky Monkey breaks words into chunks to help read tricky words. For example: if a student is trying to read the word sunshine, they can chunk it to look at the word 's-u-n' / 'sh'/ ine
Ship: sh/ ip ---- ship
Quack: 'qu' / 'a' / 'ck' ---- quack
Practice these reading strategies when reading home reading books and raz-kids. Students can use multiple strategies to figure out tricky words on their own.
Check out these videos below on the Chunky Monkey and Skippy Frog reading strategies.
Help you child to use these strategies when reading at home. Please try not to give them word right away when they are reading. I know it can be hard!
Students know the Eagle Eye, Lips the Fish, Stretchy Snake, Chunky Monkey, Skippy Frog and Careful Caterpillar reading strategies.
Help you child to use these strategies when reading at home. Please try not to give them word right away when they are reading. I know it can be hard!
Students know the Eagle Eye, Lips the Fish, Stretchy Snake, Chunky Monkey, Skippy Frog and Careful Caterpillar reading strategies.
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Smart Start Assessment
This week, I will be testing the Smart Start words and sounds we have learned thus far. The sheet will come home once completed.
This week, I will be testing the Smart Start words and sounds we have learned thus far. The sheet will come home once completed.
Place Value
We reviewed that 'ten ones' = 'one group of ten'
We talked about how in math we can show are learning in multiple ways.
We made a big number line across the floor in our classroom and practiced representing our numbers in different ways:
- Base Ten blocks (tens and ones)
- 10 Frames
- Chart
-Equation
Equations are the new way we learned to show place value this week. Every teen number has one group of ten and extra ones.
17 can be shown as 10 + 7 = 17
11 can be shown as 10 + 1 = 11
Always one group of ten and extra to get the sum of a teen number.
We reviewed that 'ten ones' = 'one group of ten'
We talked about how in math we can show are learning in multiple ways.
We made a big number line across the floor in our classroom and practiced representing our numbers in different ways:
- Base Ten blocks (tens and ones)
- 10 Frames
- Chart
-Equation
Equations are the new way we learned to show place value this week. Every teen number has one group of ten and extra ones.
17 can be shown as 10 + 7 = 17
11 can be shown as 10 + 1 = 11
Always one group of ten and extra to get the sum of a teen number.
This is leading us into addition as well. We began to talk about 'Friends of Ten' this week as well. What are all ways to make 10?
Ex.
1 + 9 =10
2 + 8 = 10
3 + 7 = 10
What are other ways to make ten?
Ex.
1 + 9 =10
2 + 8 = 10
3 + 7 = 10
What are other ways to make ten?
Science
In science we began to talk about senses
We see with our eyes
hear with our ears
smell with our nose
touch with our hands (skin)
and taste with our mouth
Students made a senses book. Students looked through many different magazines and cut out pictures to match each of the senses.
In science we began to talk about senses
We see with our eyes
hear with our ears
smell with our nose
touch with our hands (skin)
and taste with our mouth
Students made a senses book. Students looked through many different magazines and cut out pictures to match each of the senses.
Nov. 26th- 30th
Literacy
1. Read to self
2. Partner read
In our quiet reading time students have been practicing reading a book individually. We have been using five reading strategies:
1. Stretchy Snake
2. Lips the Fish
3. Eagle Eye
4. Tryin Lion
5. Skippy Frog
(These are also outlined in your child's home reading folder).
Once we have practiced our book we are taking turns reading the book to the class. Students are doing a great job listening to classmates read as well as asking questions and talking about reading strategies used. We are commenting on each other reading using sentences such as "I like how you read with fluency".
We have begun working on visualization and retelling as part of reading comprehension. We talked about visualization like making pictures in your mind to understand what we are hearing and reading. Your child can practice this at home as well. Please continue to talk about each story read. Other stories such as library books and stories at home that are read to your child can also be great comprehension stories. As your child to retell the story, talk about the beginning, middle and end (important points), talk about the setting, was there a problem in the story and how was it resolved. What was your favourite part of the story and why? Did the story remind you of anything?
As a class we talked about the story The Tortoise and the Hare. Each student used words and illustrations to retell the story. Then they took their story and retold it in their own words using our class IPAD.
1. Read to self
2. Partner read
In our quiet reading time students have been practicing reading a book individually. We have been using five reading strategies:
1. Stretchy Snake
2. Lips the Fish
3. Eagle Eye
4. Tryin Lion
5. Skippy Frog
(These are also outlined in your child's home reading folder).
Once we have practiced our book we are taking turns reading the book to the class. Students are doing a great job listening to classmates read as well as asking questions and talking about reading strategies used. We are commenting on each other reading using sentences such as "I like how you read with fluency".
We have begun working on visualization and retelling as part of reading comprehension. We talked about visualization like making pictures in your mind to understand what we are hearing and reading. Your child can practice this at home as well. Please continue to talk about each story read. Other stories such as library books and stories at home that are read to your child can also be great comprehension stories. As your child to retell the story, talk about the beginning, middle and end (important points), talk about the setting, was there a problem in the story and how was it resolved. What was your favourite part of the story and why? Did the story remind you of anything?
As a class we talked about the story The Tortoise and the Hare. Each student used words and illustrations to retell the story. Then they took their story and retold it in their own words using our class IPAD.
Comprehension/ Science
We completed our colour unit in science. Students listened to a teacher created story about Pete the Cat moving into Shawnessy. Before reading the story, we talked about comprehension and visualization to understand the story. After listening to the story twice students showed their understanding of colour mixing as well as comprehension of the story. Each child was given a plate with the primary colours (ask you child what the primary colours are :) ) as well as white and black. Student painted a sheet with characters from the story the colours as they were mentioned when the story was read.
Questions to ask your child:
What are the primary colours?
What are the secondary colours?
How do I make light blue and dark blue with paint (what colour do I mix)?
What does transparent and opaque mean?
Can you think of something that is naturally red? Can you think of something that is manufactured and the colour red?
We completed our colour unit in science. Students listened to a teacher created story about Pete the Cat moving into Shawnessy. Before reading the story, we talked about comprehension and visualization to understand the story. After listening to the story twice students showed their understanding of colour mixing as well as comprehension of the story. Each child was given a plate with the primary colours (ask you child what the primary colours are :) ) as well as white and black. Student painted a sheet with characters from the story the colours as they were mentioned when the story was read.
Questions to ask your child:
What are the primary colours?
What are the secondary colours?
How do I make light blue and dark blue with paint (what colour do I mix)?
What does transparent and opaque mean?
Can you think of something that is naturally red? Can you think of something that is manufactured and the colour red?
Smart Start
Please practice the Smart Start words and sounds at home in random order. We have been practicing making sentences using all of the words we know.
ee/ green/ see
e/ red/ I
ow/ brown/ can
ck/ black/ the
ow/ yellow/ me
ue/ blue/ play
or/ orange/ like
ur/r/ purple/ and
wh/w/ white/ work
s/ a
m/ is
a/ you
o/ to
t/ we
h/ that
b/ in
f/ for
i/ at
g/ with
u/ it
n/ on
p/ put/ will
d/ are
l/ of
Please practice the Smart Start words and sounds at home in random order. We have been practicing making sentences using all of the words we know.
ee/ green/ see
e/ red/ I
ow/ brown/ can
ck/ black/ the
ow/ yellow/ me
ue/ blue/ play
or/ orange/ like
ur/r/ purple/ and
wh/w/ white/ work
s/ a
m/ is
a/ you
o/ to
t/ we
h/ that
b/ in
f/ for
i/ at
g/ with
u/ it
n/ on
p/ put/ will
d/ are
l/ of
Math
We are working on counting between 1-20 and 20-1. We are also working on being able to name numbers before and after any number between one and 20. For example: what number comes before 17? What number comes after 14? We created our own number line as a class and saw that numbers get greater as you go up the number line and number get smaller as you go down the number line. We also looked closely at the order of the numbers.
Place Value
We have been working on place value with our teen numbers this week. We talked about why teen numbers have a 1 in front (all of these number have one group of ten). We looked at building teen numbers using 10 frames as well as math manipulatives (rods and cubes). We saw that once you once you have 9 ones to add one more it would make 10. You cant have the number 10 in the ones house so you have to make a group of 10. The number 10 is one group of ten and 0 extra ones.
How many groups of ten and extra ones in the number 18? 13? 15?
Challenge: how many tens and ones in the number 26? 32?
Figure out the teen numbers with your child in the picture below.
We are working on counting between 1-20 and 20-1. We are also working on being able to name numbers before and after any number between one and 20. For example: what number comes before 17? What number comes after 14? We created our own number line as a class and saw that numbers get greater as you go up the number line and number get smaller as you go down the number line. We also looked closely at the order of the numbers.
Place Value
We have been working on place value with our teen numbers this week. We talked about why teen numbers have a 1 in front (all of these number have one group of ten). We looked at building teen numbers using 10 frames as well as math manipulatives (rods and cubes). We saw that once you once you have 9 ones to add one more it would make 10. You cant have the number 10 in the ones house so you have to make a group of 10. The number 10 is one group of ten and 0 extra ones.
How many groups of ten and extra ones in the number 18? 13? 15?
Challenge: how many tens and ones in the number 26? 32?
Figure out the teen numbers with your child in the picture below.
The Power of Yet.....
Nov. 12- 16
Math
We began talking about place value in number sense for math. We are working on 'teen' numbers (11-20). Please practice counting from 1-20 and 20-1. It would also be great to practice talking about what number comes before and after teen numbers. For example: what number comes after 17? What number comes before 19?
Place value:
We talked about how every number has a place. We filled a large 10 frame on the carpet and saw that when it is full it has 10 spots. It can be called 10 ones or one group of 10. We saw that when we want to make teen numbers we need two ten frames (one group of 10 and some extra ones).
Example: the number 16 is one group of ten and 6 ones.
We practiced building teen numbers with playdoh in 10 frames. We also matched teen numbers with the correct 10 frames and using math manipulatives, rods and cubes.
Another day this week we practiced subatizing numbers in one ten frame through playing math BINGO with BINGO cards that we made.
We began talking about place value in number sense for math. We are working on 'teen' numbers (11-20). Please practice counting from 1-20 and 20-1. It would also be great to practice talking about what number comes before and after teen numbers. For example: what number comes after 17? What number comes before 19?
Place value:
We talked about how every number has a place. We filled a large 10 frame on the carpet and saw that when it is full it has 10 spots. It can be called 10 ones or one group of 10. We saw that when we want to make teen numbers we need two ten frames (one group of 10 and some extra ones).
Example: the number 16 is one group of ten and 6 ones.
We practiced building teen numbers with playdoh in 10 frames. We also matched teen numbers with the correct 10 frames and using math manipulatives, rods and cubes.
Another day this week we practiced subatizing numbers in one ten frame through playing math BINGO with BINGO cards that we made.
Literacy
We continued our Smart Start this week!
We also practiced cvc (consonant, vowel, consonant) words. We learned about the 'it' family looking closely at the the letters to sound out words.
We have also been talking about vowels and how every word needs a vowel.
We continued our Smart Start this week!
We also practiced cvc (consonant, vowel, consonant) words. We learned about the 'it' family looking closely at the the letters to sound out words.
We have also been talking about vowels and how every word needs a vowel.
Science
We talked about the words translucent and opaque in science this week. We found items in our classroom and sorted them as a class.
We also painted trees. We first drew trees using pastels. Each student then chose a secondary colour to paint leaves on one of the trees. We then added white paint to the secondary colour to make a tint. Students painted the second tree as a tint of their first treat.
We talked about the words translucent and opaque in science this week. We found items in our classroom and sorted them as a class.
We also painted trees. We first drew trees using pastels. Each student then chose a secondary colour to paint leaves on one of the trees. We then added white paint to the secondary colour to make a tint. Students painted the second tree as a tint of their first treat.
Nov. 5-9
Literacy
Below are some pictures of some of our literacy games. We have begun to practice sounding out cvc words. We look at each letter and then slide the sounds together.
We are also focusing on reading and building sentences. Below are pictures of our Smart Start work and our class working together to build and read each other sentences.
Below are some pictures of some of our literacy games. We have begun to practice sounding out cvc words. We look at each letter and then slide the sounds together.
We are also focusing on reading and building sentences. Below are pictures of our Smart Start work and our class working together to build and read each other sentences.
Math Word Wall
We are focusing on math vocabulary as we are learning to explain are thinking. We are going to continue ro build our math vocabulary with our next focus in number sense.
It is great to continue to practice patterns with toys, colours and other objects. Patterns can also be found in stories, songs and nature.
We are focusing on math vocabulary as we are learning to explain are thinking. We are going to continue ro build our math vocabulary with our next focus in number sense.
It is great to continue to practice patterns with toys, colours and other objects. Patterns can also be found in stories, songs and nature.
Bat Research
We completed our bat research this week. Our last research page focused on pups. Ask your child about bats pups.
Our bat art focused on showing warm and cool colours.
We completed our bat research this week. Our last research page focused on pups. Ask your child about bats pups.
Our bat art focused on showing warm and cool colours.
Literacy
Smart Start
Please practice the Smart Start words and sounds at home in random order. We have been practicing making sentences using all of the words we know.
ee/ green/ see
e/ red/ I
ow/ brown/ can
ck/ black/ the
ow/ yellow/ me
ue/ blue/ play
or/ orange/ like
ur/r/ purple/ and
wh/w/ white/ work
s/ a
m/ is
a/ you
o/ to
t/ we
h/ that
b/ in
Below are some pictures of our Smart Start literacy work.
Stellaluna
We read the story Stellaluna this week. It is a wonderful story about a baby bat and her mom. We talked about characters and the sequence of the story.
Our main focus for this story was understanding the feeling of the main character Stellaluna. We stopped and talked about how Stellaluna was feeling at the beginning, middle and end of the story. We thought of some great describing words together.
Each student then drew a picture and wrote a sentence to match for how they thought Stellaluna was feeling throughout the story.
Pumpkin Investigation
We worked in small groups to investigate pumpkins. It was wonderful to see students discussing and problem solving together.
In their groups students figured out how tall their pumpkin was, how many ridges it had and describing words to talk about their pumpkin.
Students then removed the seeds from their pumpkin and talked about what the inside of their pumpkin looks like. It was a fun and messy job.
We worked in small groups to investigate pumpkins. It was wonderful to see students discussing and problem solving together.
In their groups students figured out how tall their pumpkin was, how many ridges it had and describing words to talk about their pumpkin.
Students then removed the seeds from their pumpkin and talked about what the inside of their pumpkin looks like. It was a fun and messy job.
Colour Science
We continued to talk about colours. We talked about transparent vs. solid colours. We talked about natural colours vs. manufactured colours. We also learned about shades and tints.
We continued to talk about colours. We talked about transparent vs. solid colours. We talked about natural colours vs. manufactured colours. We also learned about shades and tints.
Oct. 15-19
Bats
We have began our bat investigation in our classroom. First we made a KWL chart with column for know, want to know and learn. We brainstormed as a group things that we might already know about bats and questions or learning focuses we wanted to know. We have some great questions including:
-What do they eat?
-How do they eat?
-Where do they live?
-Why are they small?
-What is their enemies?
-Why do they hang upside down?
We then watched video about bats. We then looked at the parts of a bat. We talked about how bats are the only mammals that can fly. We also talked about how their wings are different than a birds wings. Bats wings are a lot like hands with a thumb and four fingers. We labelled the parts of a bat individually. We also practiced drawing a bat.
We began the first page of our research book this week. The first topic we talked about was what a bat eats. We thought of some ideas about what a bat might eat. We looked at books, pictures and videos. We talked about printing and writing sentences. We completed sentences in our research about what bats eat. Students also added sentences created on their own.
Our class really loved pictures and videos of baby bats (pups).
Literacy
We have continued our Smart Start program this week. We have been focusing on learning many new words and sounds and building sentences. We have been building understanding and comprehension when reading sentences. We continued to practice reading a sentence and then drawing a picture to show comprehension of that sentence. It was so great to hear all of the students read their Smart Start books.
We have also begun sounding out words using letter sounds and 'sliding' the sound together. We created an -at family book and thought of many words that have an -at sound at the end. Students added the beginning letter to create a words and drew a picture to match their word. Each student read their book looking at the first letter and sounding out the word.
We have continued our Smart Start program this week. We have been focusing on learning many new words and sounds and building sentences. We have been building understanding and comprehension when reading sentences. We continued to practice reading a sentence and then drawing a picture to show comprehension of that sentence. It was so great to hear all of the students read their Smart Start books.
We have also begun sounding out words using letter sounds and 'sliding' the sound together. We created an -at family book and thought of many words that have an -at sound at the end. Students added the beginning letter to create a words and drew a picture to match their word. Each student read their book looking at the first letter and sounding out the word.
Math
We talked about sorting this week in math. With a big line on our carpet, we sorted oursleves in a number of different ways. Some examples were: I like broccoli/ I do not like broccoli, I am wearing red today/ I am not wearing red and I have a pet/ I do not have a pet.
We created a sorting graph as a class by sorting words and sentences. We brainstormed Smart Start words we learned on one side of the chart and sentences on the other side of the chart.
Students then individually sorted words and sentences. It was so great to practice reading so many words and sentences while we were sorting.
We also celebrated our 30th day of grade one and had a special visit from Zero the Hero!
We talked about sorting this week in math. With a big line on our carpet, we sorted oursleves in a number of different ways. Some examples were: I like broccoli/ I do not like broccoli, I am wearing red today/ I am not wearing red and I have a pet/ I do not have a pet.
We created a sorting graph as a class by sorting words and sentences. We brainstormed Smart Start words we learned on one side of the chart and sentences on the other side of the chart.
Students then individually sorted words and sentences. It was so great to practice reading so many words and sentences while we were sorting.
We also celebrated our 30th day of grade one and had a special visit from Zero the Hero!
Oct. 9th- 12th
Home Reading
Below are links of three reading strategies we have talked about as a class so far. Please return home reading books on Mondays, Wednesdays and Fridays.
1. Eagle Eye
Below are links of three reading strategies we have talked about as a class so far. Please return home reading books on Mondays, Wednesdays and Fridays.
1. Eagle Eye
2. Lips the Fish
3. Stretchy the Snake
Patterns
We continued using our pattern vocabulary (see last weeks post for explanation):
-core
-translate
We practiced translating patterns using different cores such as ABC, AABB and ABBC. We translated patterns from shapes, to letters to colours to numbers.
Try translating patterns at home using different materials :)
We also enjoyed making patterns with halloween loose parts!
As you child about making action patterns in the gym! We have been using movement ladders in the gym this week to make patterns by following the pattern rule listed at the front of the ladder.
We continued using our pattern vocabulary (see last weeks post for explanation):
-core
-translate
We practiced translating patterns using different cores such as ABC, AABB and ABBC. We translated patterns from shapes, to letters to colours to numbers.
Try translating patterns at home using different materials :)
We also enjoyed making patterns with halloween loose parts!
As you child about making action patterns in the gym! We have been using movement ladders in the gym this week to make patterns by following the pattern rule listed at the front of the ladder.
Colours
We are talking about colour mixing as part of our science unit.
We are learning what the primary and secondary colours are.
We also learned how to make the secondary colours using the primary colours. It is awesome to watch two colour come together and make a brand new colour.
We began by mixing platercine to make secondary colours.
On Tuesday we made predictions about what would happen when we mixed paint.
On Wedneday, we learned about mixing colours with paint. We began by reading the story mouse paint. We then talked about the colour wheel and about using paint materials.
Each student had a plate with 6 dots. The primary colour were put in three of the dots. Student painted the mice with the primary colours and then experimented with mixing primary colours to make secondary colours. It was so fun to see students adding different amounts of each colour to make different shades of colours.
We are talking about colour mixing as part of our science unit.
We are learning what the primary and secondary colours are.
We also learned how to make the secondary colours using the primary colours. It is awesome to watch two colour come together and make a brand new colour.
We began by mixing platercine to make secondary colours.
On Tuesday we made predictions about what would happen when we mixed paint.
On Wedneday, we learned about mixing colours with paint. We began by reading the story mouse paint. We then talked about the colour wheel and about using paint materials.
Each student had a plate with 6 dots. The primary colour were put in three of the dots. Student painted the mice with the primary colours and then experimented with mixing primary colours to make secondary colours. It was so fun to see students adding different amounts of each colour to make different shades of colours.
Literacy
We began our new Smart Start book this week. We are reading sentences and drawing one picture to show comprehension of the whole sentence. We also rearranged words and added our own words to make sentences in our journal.
We also began talking about rhyming words. To go along with our bat discussion we talked about the bat listening for rhyming words. Students cut out pictures and matched the pictures that rhymed together to make a rhyming book.
We talked about describing words and made a poster for our student of the week. It was wonderful to see students showing kindness and working hard to make their friends feel special.
Smart Start
Please practice the Smart Start words and sounds at home in random order. We have been practicing making sentences using all of the words we know.
ee/ green/ see
e/ red/ I
ow/ brown/ can
ck/ black/ the
ow/ yellow/ me
ue/ blue/ play
or/ orange/ like
ur/r/ purple/ and
wh/w/ white/ work
s/ a
m/ is
We began our new Smart Start book this week. We are reading sentences and drawing one picture to show comprehension of the whole sentence. We also rearranged words and added our own words to make sentences in our journal.
We also began talking about rhyming words. To go along with our bat discussion we talked about the bat listening for rhyming words. Students cut out pictures and matched the pictures that rhymed together to make a rhyming book.
We talked about describing words and made a poster for our student of the week. It was wonderful to see students showing kindness and working hard to make their friends feel special.
Smart Start
Please practice the Smart Start words and sounds at home in random order. We have been practicing making sentences using all of the words we know.
ee/ green/ see
e/ red/ I
ow/ brown/ can
ck/ black/ the
ow/ yellow/ me
ue/ blue/ play
or/ orange/ like
ur/r/ purple/ and
wh/w/ white/ work
s/ a
m/ is
Oct. 1st- 5th
Patterns, Patterns, Patterns
We have been finding patterns EVERYWHERE!
We learned the ‘math talk’ words:
-Core
We talked about the core of a pattern being the smallest part of the pattern that repeats. For example:
AB pattern - + - + - + - + (in this pattern the first -+ is the core)
ABBC pattern H 4 4 = H 4 4 = H 4 4 = H 4 4 = (The first elements H 4 4 = is the core)
-Repeat
We talked about how you know a pattern is a pattern? It repeats! We repeat our patterns three times to show what our pattern rule is.
-Translate
Translate means making a different pattern while following the same pattern rule. Showing the same pattern in a different way.
Example:
AAB Pattern
* * ^ * * ^ * * ^
2 2 7 2 2 7 2 2 7
= = s = = s = = s
We translated patterns from blocks to colour. Students were also given a pattern rule made with shapes and they translated a number of different ways using colours, stamps and stickers.
Action patterns
We have been practicing explaining our thinking using math talk. Students worked in partners to create and action pattern. They then taught the class the pattern they created and what the core of their pattern was. The class tried each groups pattern after they had finished teaching us.
We have been finding patterns EVERYWHERE!
We learned the ‘math talk’ words:
-Core
We talked about the core of a pattern being the smallest part of the pattern that repeats. For example:
AB pattern - + - + - + - + (in this pattern the first -+ is the core)
ABBC pattern H 4 4 = H 4 4 = H 4 4 = H 4 4 = (The first elements H 4 4 = is the core)
-Repeat
We talked about how you know a pattern is a pattern? It repeats! We repeat our patterns three times to show what our pattern rule is.
-Translate
Translate means making a different pattern while following the same pattern rule. Showing the same pattern in a different way.
Example:
AAB Pattern
* * ^ * * ^ * * ^
2 2 7 2 2 7 2 2 7
= = s = = s = = s
We translated patterns from blocks to colour. Students were also given a pattern rule made with shapes and they translated a number of different ways using colours, stamps and stickers.
Action patterns
We have been practicing explaining our thinking using math talk. Students worked in partners to create and action pattern. They then taught the class the pattern they created and what the core of their pattern was. The class tried each groups pattern after they had finished teaching us.
Telus Spark
We had a wonderful field trip to Telus Spark. Thank you so much to the volunteers who joined us and made this field trip possible!
Our class was beyond excited. We had HUGE smiles walking into the science center. We were taught about patterns and shapes as part of a Telus Spark program ran with Decidedly Jazz Dance. We learned that songs and dance are full of patterns. We made many patterns as a group and saw how patterns look kinesthetically. We finished our program with a dance number for our parent volunteer audience.
In the afternoon we were able to explore the many amazing stations and activities at the science center. There was so much wonderful exploration and conversation around various science topics.
The next morning we took to our journals after a class discussion around what we had seen, heard and learned at Telus Spark. Students depicted one thing they wanted to talk about from the field trip. We used our amazing sight word and letter sound knowledge to add a sentence to our illustration.
Literacy
Sept. 24th- 28th
Math About Me
We looked at numbers this week and learned more about the friends in our class. We talked about the number of people in our families and our pets.
We looked at numbers this week and learned more about the friends in our class. We talked about the number of people in our families and our pets.
Physical Education
We have been practicing locomotor skills such as running, skipping and hopping. We also began soccer this week. We have practiced dribbling, trapping, turning and passing.
We have been practicing locomotor skills such as running, skipping and hopping. We also began soccer this week. We have practiced dribbling, trapping, turning and passing.
Smart Start
We continued our Smart Start literacy program this week. We are practicing our Smart Start words everyday. We are continuing to learn new words and sounds. We are doing a great job recognizing the words and reading the sentences with new and previously learned words.
Journals
We also used the words we know to rearrange words and create a sentence. Students had the choice of three different sentences. They read each of the words and rearranged them to make a sentence. Students then drew a picture to represent their comprehension of the sentence they created.
We continued our Smart Start literacy program this week. We are practicing our Smart Start words everyday. We are continuing to learn new words and sounds. We are doing a great job recognizing the words and reading the sentences with new and previously learned words.
Journals
We also used the words we know to rearrange words and create a sentence. Students had the choice of three different sentences. They read each of the words and rearranged them to make a sentence. Students then drew a picture to represent their comprehension of the sentence they created.
Math
Patterns
We continued to work on describing and creating patterns. Using manipulatives, students chose different patterns including ABC, AAB, ABB and AABB. Students then translated their patterns and wrote their pattern description.
Sorting
We talked about what sorting as part of our math curriculum. On purple day we put all of our purple day items in the middle of our circle. We talked about the word attribute and creating a sorting rule. We then talked about all of the ways we could sort the purple items into two groups. We sorted the items based on some of the sorting rules.
Examples:
Items with wheels & items without wheels
Items found in nature/ items not found in nature
Animals/ items that are not animals.
Students then created a sorting rule on their own through looking at animals. We talked about the attributes of animals such as colours, if they have fur, feathers or scales, how many legs ect..
Students then used their sheet of animals and sorting mat and sorted their animals based on their sorting rule.
Patterns
We continued to work on describing and creating patterns. Using manipulatives, students chose different patterns including ABC, AAB, ABB and AABB. Students then translated their patterns and wrote their pattern description.
Sorting
We talked about what sorting as part of our math curriculum. On purple day we put all of our purple day items in the middle of our circle. We talked about the word attribute and creating a sorting rule. We then talked about all of the ways we could sort the purple items into two groups. We sorted the items based on some of the sorting rules.
Examples:
Items with wheels & items without wheels
Items found in nature/ items not found in nature
Animals/ items that are not animals.
Students then created a sorting rule on their own through looking at animals. We talked about the attributes of animals such as colours, if they have fur, feathers or scales, how many legs ect..
Students then used their sheet of animals and sorting mat and sorted their animals based on their sorting rule.
Sept. 17th- 20th
Updates:
1. School Picture Day is Monday, September 24th
2. Terry Fox Run is Friday, September 28th
Building our classroom community!
Our class rock collection are growing. If you have not already done so, please send in one rock with your child. We will be sharing and discussing this week once all rocks are received.
1. School Picture Day is Monday, September 24th
2. Terry Fox Run is Friday, September 28th
Building our classroom community!
Our class rock collection are growing. If you have not already done so, please send in one rock with your child. We will be sharing and discussing this week once all rocks are received.
Literacy
We are doing a wonderful job with our Smart Start Literacy program. Please continue to practice words and sounds every night! Just 5 minutes makes a huge difference. Please see last weeks post for ideas on how to mount words and begin to build sentences.
In case any have gone missing here are the words and sounds we have learned so far:
(sound/ colour word/ sight word)
1. ee/ green/ see
2. e/ red/ I
3. ow/ brown/ can
4. ck/ black/ the
5. ow/ yellow/ me
6. ue/ blue/ play
Linked below are videos on the pronunciation of the sounds!
We have been practicing 'reading to self', communicating/expressing our ideas with others and listening for letter sounds in various words. Below are some photos :).
We are doing a wonderful job with our Smart Start Literacy program. Please continue to practice words and sounds every night! Just 5 minutes makes a huge difference. Please see last weeks post for ideas on how to mount words and begin to build sentences.
In case any have gone missing here are the words and sounds we have learned so far:
(sound/ colour word/ sight word)
1. ee/ green/ see
2. e/ red/ I
3. ow/ brown/ can
4. ck/ black/ the
5. ow/ yellow/ me
6. ue/ blue/ play
Linked below are videos on the pronunciation of the sounds!
We have been practicing 'reading to self', communicating/expressing our ideas with others and listening for letter sounds in various words. Below are some photos :).
Click the Buttons Below
-Letter Sound Videos-
Zero the Hero
We celebrated our 10th day of school on Monday! We watched a video of the puppet, Zero the Hero. We are counting to 100 days of school and Zero the Hero pops in every time we are at a number ending in zero. Zero the Hero gave us a special 10 frame activity. We sorted letters that we have been practicing printing into tall and small. We filled our 10 frame with ten small letter. We also found 0's around our classroom.
We celebrated our 10th day of school on Monday! We watched a video of the puppet, Zero the Hero. We are counting to 100 days of school and Zero the Hero pops in every time we are at a number ending in zero. Zero the Hero gave us a special 10 frame activity. We sorted letters that we have been practicing printing into tall and small. We filled our 10 frame with ten small letter. We also found 0's around our classroom.
Yellow- 'ow' sound science experiment
Many students were asking how to try our colouring changing milk experiment at home. Here are the instructions we followed. We saw the 'magic' happen when we added dish soap. We used an experiment to help us remember the sound the letters 'ow' makes as in the word yellow. They are the surprise letters because your face makes a surprised look when you make this sound. We practiced saying this sound and words with this sound.
We have learned that the letter 'ow' can make two different sounds. They are pinching letters as in the word 'brown' and the surprised letters as in the word 'yellow'. We listened closely to different word and deciphered the different 'ow' sounds.
This experiment also went with our colour days. Students were asking why we didn't add the green food colouring. We talked about primary colours. We watched the colours mix to create new colours.
Steps:
1. Pour milk in a dish (covering the bottom of the dish)
2. Add drops of yellow, blue and red food colouring
Many students were asking how to try our colouring changing milk experiment at home. Here are the instructions we followed. We saw the 'magic' happen when we added dish soap. We used an experiment to help us remember the sound the letters 'ow' makes as in the word yellow. They are the surprise letters because your face makes a surprised look when you make this sound. We practiced saying this sound and words with this sound.
We have learned that the letter 'ow' can make two different sounds. They are pinching letters as in the word 'brown' and the surprised letters as in the word 'yellow'. We listened closely to different word and deciphered the different 'ow' sounds.
This experiment also went with our colour days. Students were asking why we didn't add the green food colouring. We talked about primary colours. We watched the colours mix to create new colours.
Steps:
1. Pour milk in a dish (covering the bottom of the dish)
2. Add drops of yellow, blue and red food colouring
3. Pour a teaspoon of down the side of the dish
Sept. 10th-14th
Have you Filled a Bucket Today?
We have been talking about bucket filling in our classroom all week. It is a great metaphor for recognizing and understanding how our words and actions affect others. This story has a wonderful positive message about spreading kindness by “filling others buckets”.
We began by reading the story and asking questions such as “does everybody have a bucket”? As a group we thought and discussed times when our bucket was full (we felt happy), we talked about how that felt, and what we were doing at those times. We also talked about times when our bucket felt empty and what the situation was at when we felt that way.
The next day, we sorted situations into bucket filling and bucket dipping words and actions. We put bucket filling scenarios in our class bucket and we put bucket dipping scenarios in the garbage.
We then thought of ideas of how we can fill each other’s buckets at school and in our classroom. We brainstormed ideas together and then shared ideas with partners.
Individually we choose one way that we can show bucket filling at school and drew a picture to represent all of the ways we are going to show kindness.
We have been talking about bucket filling in our classroom all week. It is a great metaphor for recognizing and understanding how our words and actions affect others. This story has a wonderful positive message about spreading kindness by “filling others buckets”.
We began by reading the story and asking questions such as “does everybody have a bucket”? As a group we thought and discussed times when our bucket was full (we felt happy), we talked about how that felt, and what we were doing at those times. We also talked about times when our bucket felt empty and what the situation was at when we felt that way.
The next day, we sorted situations into bucket filling and bucket dipping words and actions. We put bucket filling scenarios in our class bucket and we put bucket dipping scenarios in the garbage.
We then thought of ideas of how we can fill each other’s buckets at school and in our classroom. We brainstormed ideas together and then shared ideas with partners.
Individually we choose one way that we can show bucket filling at school and drew a picture to represent all of the ways we are going to show kindness.
Smart Start
We have begun our Smart Start reading program. Below is steps outlining how to support your child at home.
Below is an example of the sounds and words that will continue to be sent home every second day. Please mount them on cardstock or index cards.
I have glued sounds on one colour and words on two different colours.
You can also add images we have learned to each card to help your child read each word.
We have begun our Smart Start reading program. Below is steps outlining how to support your child at home.
Below is an example of the sounds and words that will continue to be sent home every second day. Please mount them on cardstock or index cards.
I have glued sounds on one colour and words on two different colours.
You can also add images we have learned to each card to help your child read each word.
Make your own colour word cards with your child. Grade one students will be expected to know these words as well.
We have learned the colour words: green, red, brown and black.
We have learned the colour words: green, red, brown and black.
Students can begin to build sentences with their cue cards.
Students can finish sentences with their own ideas.
Students can finish sentences with their own ideas.
Raise the Responsibility
Janet Johnstone School uses the Raise the Responsibility system. It focuses on positivity, choice, and reflection. We will be looking at working at level C and D in different areas of learning and practicing our school motto, better together!
Janet Johnstone School uses the Raise the Responsibility system. It focuses on positivity, choice, and reflection. We will be looking at working at level C and D in different areas of learning and practicing our school motto, better together!
Literacy
Sept. 4th- 7th
Green and Red Day
Our class LOVED coloured days!
When they came to school they added their special items to our colour museum.
Children shared their special item with our class. We also talked about audience manners and carpet time expectations.
During our red day sharing we created sentences using the items brought in. For example "I see a book" and "I see a car".
Our class LOVED coloured days!
When they came to school they added their special items to our colour museum.
Children shared their special item with our class. We also talked about audience manners and carpet time expectations.
During our red day sharing we created sentences using the items brought in. For example "I see a book" and "I see a car".
Patterns
We talked about making patterns this week.
We began making action patterns, students began to copy the pattern. We talked about how we knew what action was going to come next? Children said, "because it's a pattern!". We learned the math word: repeat. We talked about how patterns repeat over and over again so you know what the next action will be.
We also talked about how there are patterns all around us. For example, we found a pattern on our calendar.
Below is a picture of one of our favourite stories from this week.
Our class made letter patterns, colour patterns, letter and number patterns and patterns with manipulatives.
We talked about making patterns this week.
We began making action patterns, students began to copy the pattern. We talked about how we knew what action was going to come next? Children said, "because it's a pattern!". We learned the math word: repeat. We talked about how patterns repeat over and over again so you know what the next action will be.
We also talked about how there are patterns all around us. For example, we found a pattern on our calendar.
Below is a picture of one of our favourite stories from this week.
Our class made letter patterns, colour patterns, letter and number patterns and patterns with manipulatives.
Welcome Back!
Welcome to our grade one class website. I will send a link to our website out each time it has been updated.
We had a wonderful first day! We were so excited to meet all of our friends. We learned about grade one recess and lunch.
Here are the forms that were sent home today in case any were misplaced.
Tomorrow is GREEN DAY. Your child can wear something green and bring in one small green item for our colour museum. Items will come back home on the second colour day.
Thank you:)
We had a wonderful first day! We were so excited to meet all of our friends. We learned about grade one recess and lunch.
Here are the forms that were sent home today in case any were misplaced.
Tomorrow is GREEN DAY. Your child can wear something green and bring in one small green item for our colour museum. Items will come back home on the second colour day.
Thank you:)
June 18th- 22nd
Butterfly Lifecycle
Students completed the last age of their butterfly observation book by depicting the butterfly lifecycle. We discussed the four stages of the lifecycle. Students also completed a butterfly life cycle using different types of pasta and writing the name of each stage:
1. Egg
2. Larva
3. Pupa
4. Adult
We also made Symmetry butterflies with paint. Student used primary colours on one side of their finger paint paper. We then folded the paper in half and students squished the paint around to create two symmetrical butterfly wings. Later in the week students cut out a body and antenna for their butterfly.
Students completed the last age of their butterfly observation book by depicting the butterfly lifecycle. We discussed the four stages of the lifecycle. Students also completed a butterfly life cycle using different types of pasta and writing the name of each stage:
1. Egg
2. Larva
3. Pupa
4. Adult
We also made Symmetry butterflies with paint. Student used primary colours on one side of their finger paint paper. We then folded the paper in half and students squished the paint around to create two symmetrical butterfly wings. Later in the week students cut out a body and antenna for their butterfly.
Goal!
As part of the World Cup we played a math game where students tried to score goals by rolling the correct number on dice. Students rolled two dice and added the numbers together. They then coloured in the soccer ball to math to score a goal. Some students played this game with a partner taking turn to roll the dice.
Poety Books
We completed our last poem in our poetry book this week. We looked at the Kindergarten words 'on' and 'the'.
As part of the World Cup we played a math game where students tried to score goals by rolling the correct number on dice. Students rolled two dice and added the numbers together. They then coloured in the soccer ball to math to score a goal. Some students played this game with a partner taking turn to roll the dice.
Poety Books
We completed our last poem in our poetry book this week. We looked at the Kindergarten words 'on' and 'the'.
Airport Center
June 15th- 22nd
Fish Creek Park
We had a great field trip at Fish Creek Park. We completed two jobs while we were there. First we worked to make 10 in nature. Ten can look very different, we found ten in trees, grass, leaves, rocks, pinecones and flowers.
We also went on a scavenger hunt. Students worked in groups to find, draw and write different items on our nature walk.
We saw many things on our nature walk and while making ten. We saw caterpillar eggs, caterpillars, butterflies, squirrels, a deer, ants, birds, and much more.
We had a great field trip at Fish Creek Park. We completed two jobs while we were there. First we worked to make 10 in nature. Ten can look very different, we found ten in trees, grass, leaves, rocks, pinecones and flowers.
We also went on a scavenger hunt. Students worked in groups to find, draw and write different items on our nature walk.
We saw many things on our nature walk and while making ten. We saw caterpillar eggs, caterpillars, butterflies, squirrels, a deer, ants, birds, and much more.
Butterflies
Our butterfly's emerged from their chrysalis. We were able to watch them come out of their chrysalis. The butterfly's wings opened and they flew around their butterfly habitat. We put oranges and grapes in their habitat until we released them this week. It was wonderful to watch the butterflies fly out of the net and into the trees around our school.
The picture beside is a photo up close of the same type of butterflies that we had.
We competed a page in our butterfly observation book. We drew a picture of a butterfly and wrote description words based on our observations.
Our butterfly's emerged from their chrysalis. We were able to watch them come out of their chrysalis. The butterfly's wings opened and they flew around their butterfly habitat. We put oranges and grapes in their habitat until we released them this week. It was wonderful to watch the butterflies fly out of the net and into the trees around our school.
The picture beside is a photo up close of the same type of butterflies that we had.
We competed a page in our butterfly observation book. We drew a picture of a butterfly and wrote description words based on our observations.
Pom pom caterpillars, chrysalis and butterflies.
May 28th- June 8th
Pictures from Fish Creek Park to come :)
Journals
Following our amazing Zoo field trip we looked at pictures of what we saw on our trip and had group discussions. In our journal we each drew our favourite thing from the Calgary Zoo. We added details and colour to our drawings. We talked about sentences and how we can tell the reader more about our drawing when adding a sentence. For example, instead of writing 'butterfly', we can write 'I like butterflies', we can add sentences like 'the butterfly was red'. We used our letter sounds to hear as many sounds as we could. We talked about leaving a space when writing more than one word.
Following our amazing Zoo field trip we looked at pictures of what we saw on our trip and had group discussions. In our journal we each drew our favourite thing from the Calgary Zoo. We added details and colour to our drawings. We talked about sentences and how we can tell the reader more about our drawing when adding a sentence. For example, instead of writing 'butterfly', we can write 'I like butterflies', we can add sentences like 'the butterfly was red'. We used our letter sounds to hear as many sounds as we could. We talked about leaving a space when writing more than one word.
Caterpillars
Our caterpillars have grown a lot. They are much bigger than when they first arrived. We are very excited to look at them everyday and note any changes or similarities. Our class enjoys watching them move and climb.
We talked about new describing words to complete the second page in our butterfly observation book. We noted that they were bigger, they were now colored differently, We also talked about the words molt and larva.
Our caterpillars have grown a lot. They are much bigger than when they first arrived. We are very excited to look at them everyday and note any changes or similarities. Our class enjoys watching them move and climb.
We talked about new describing words to complete the second page in our butterfly observation book. We noted that they were bigger, they were now colored differently, We also talked about the words molt and larva.
Insects
We watched our caterpillars form chrysalises this week. We made or own chrysalises to put our previously made caterpillars into.
We talked about insects this week. We made out own ants but cutting out three body parts, drawing 6 legs and antennae and then labelling the parts of an ant. We talked about insects that we see around our home and school.
We watched our caterpillars form chrysalises this week. We made or own chrysalises to put our previously made caterpillars into.
We talked about insects this week. We made out own ants but cutting out three body parts, drawing 6 legs and antennae and then labelling the parts of an ant. We talked about insects that we see around our home and school.
Measuring
We continued measuring in math this week. We measured our shoes! We each traced the outline of our shoe into the box and measured our shoe with two different non standard unit of measure. We measured our show outline with both snap cubes and paper clips. We practiced using the rules of measurement.
Students also drew an insect and measured it with snap cubes. They then measured a friends insect drawing and determined if their insect was taller or shorter than their friends.
We continued measuring in math this week. We measured our shoes! We each traced the outline of our shoe into the box and measured our shoe with two different non standard unit of measure. We measured our show outline with both snap cubes and paper clips. We practiced using the rules of measurement.
Students also drew an insect and measured it with snap cubes. They then measured a friends insect drawing and determined if their insect was taller or shorter than their friends.
Pattern Snails
After looking at pictures of snails and comparing them to insects we have been studying, students created their own pattern snails. Students first created a pattern with shapes. The pattern is on a snail shell so it is not a linear pattern. Students then added a second element to their pattern with colour. |
Literacy
We worked on building, reading and writing cvc (three letter words) this week. Students worked to look closely at the letters and blend together letter sounds to read the words.
We worked on building, reading and writing cvc (three letter words) this week. Students worked to look closely at the letters and blend together letter sounds to read the words.
Can you paint the sky?
May 21st- 25th
We have a birds nest at our nature table right now. We looked closely at the birds nest with magnifying glasses. We discussed how we thought the bird made the nest and how the bird was able to get all of the grass to stick together.
We also looked at a number of different items from nature!
Inquiry question: do all birds build and live in nests?
We also looked at a number of different items from nature!
Inquiry question: do all birds build and live in nests?
Zoo Field Trip
We have a great day at the zoo!
Thank you so much to all of the wonderful volunteers that made our trip possible and amazing!
Groups visited many exhibits including the penguins and butterflies.
We will unpack, discuss and journal about our trip to the zoo next week.
We have a great day at the zoo!
Thank you so much to all of the wonderful volunteers that made our trip possible and amazing!
Groups visited many exhibits including the penguins and butterflies.
We will unpack, discuss and journal about our trip to the zoo next week.
Math
We have looked at measurement this week.
In our water table we filled many different containers of varying sizes. Students were asked to figure out which container holds the most water. We compared the containers by pouring water from one container to the other.
We also looked at weight. Students compared the weight of different objects by learning how a scale works. Students also figured out how to balance the scale with objects, for example: 1 rock and 5 dice may weigh the same and balance the scale.
Next week we will look at measuring using non-standard units.
We have looked at measurement this week.
In our water table we filled many different containers of varying sizes. Students were asked to figure out which container holds the most water. We compared the containers by pouring water from one container to the other.
We also looked at weight. Students compared the weight of different objects by learning how a scale works. Students also figured out how to balance the scale with objects, for example: 1 rock and 5 dice may weigh the same and balance the scale.
Next week we will look at measuring using non-standard units.
Our caterpillars have arrived!
We were so excited to look at them today and discuss with each other and as a class all of the things that we noticed. Some of us could not believe how tiny they were. We saw that some of our caterpillars are bigger than others. We talked about how we are going to take care of our caterpillars. They will grow big quite quickly , they like to eat their food :).
We drew a picture and wrote describing words as to what our caterpillars look like right now. We will make more observations as our caterpillars grow and change and document these changes in our butterfly observation book.
We had some great questions about our caterpillars thus far including: where did they come from? How do they climb walls? how big will they get? will they get too big for their home? and what are they eating?
We were so excited to look at them today and discuss with each other and as a class all of the things that we noticed. Some of us could not believe how tiny they were. We saw that some of our caterpillars are bigger than others. We talked about how we are going to take care of our caterpillars. They will grow big quite quickly , they like to eat their food :).
We drew a picture and wrote describing words as to what our caterpillars look like right now. We will make more observations as our caterpillars grow and change and document these changes in our butterfly observation book.
We had some great questions about our caterpillars thus far including: where did they come from? How do they climb walls? how big will they get? will they get too big for their home? and what are they eating?
May 14th-17th
Water Table
Shapes
We first reviewed 2D shapes such as squares, triangles, circles and rectangles. We then talked about how all of these shapes are 2D, they are flat!
We traced 2D shapes and made shapes with elastics on geo boards.
As a whole group we sorted 2D vs 3D shapes. We looked at the difference between 2D and 3D shapes. Please see our sorting image below.
At center time students sorted 2D and 3D shapes individually.
We first reviewed 2D shapes such as squares, triangles, circles and rectangles. We then talked about how all of these shapes are 2D, they are flat!
We traced 2D shapes and made shapes with elastics on geo boards.
As a whole group we sorted 2D vs 3D shapes. We looked at the difference between 2D and 3D shapes. Please see our sorting image below.
At center time students sorted 2D and 3D shapes individually.
We also had many 3D shape nets. Students looked at the shapes that made up 3D shapes and the different 3D shapes. Students build 2D and 3D shapes with plastercine and sticks.
Next we looked at different types of 3D shapes. We looked at spheres, cylinders, rectangular prisms, cubes and cones. We sorted found objects from the classroom into the different types of 3D shapes. We used describing words to help share which 3D shape the object is. For example, the ball has no sides, it looks like a sphere. The block has long sides and short sides it looks like a rectangular prism. During centers each student sorted objects on paper by colouring them based on a colour key.
We continued to describe 3D objects talking about which of the 3D objects can slide, which can roll and which can stack. We made a ramp with blocks and as a class tested a cube, rectangular prism, sphere, cylinder and cone. We experimented as a whole group to see which 3D shapes could stack, which could slide, which could roll and which could do all three! The ramp and shapes was also a center for students to test out different shapes with peers.
We continued to describe 3D objects talking about which of the 3D objects can slide, which can roll and which can stack. We made a ramp with blocks and as a class tested a cube, rectangular prism, sphere, cylinder and cone. We experimented as a whole group to see which 3D shapes could stack, which could slide, which could roll and which could do all three! The ramp and shapes was also a center for students to test out different shapes with peers.
Beans
We completed a second scientific drawing of our beans this week. We drew a picture of our beans on the day we planted them a couple weeks ago. This week we looked at some if the beans and saw how they grew. We drew a picture in our journal of the parts of the bean now. Last time we labeled the seed, bag, water and paper towel. This time we drew the bean as we saw it and labelled the roots, stem and leaves.
We completed a second scientific drawing of our beans this week. We drew a picture of our beans on the day we planted them a couple weeks ago. This week we looked at some if the beans and saw how they grew. We drew a picture in our journal of the parts of the bean now. Last time we labeled the seed, bag, water and paper towel. This time we drew the bean as we saw it and labelled the roots, stem and leaves.
Predictions
We watched the story the Knuffle Bunny on our smartboard. It is a wonderful story linked below if you and your child would like to watch it again to discuss the characters, setting, what happened in the story and the predictions that were made in class.
We watched the story until the family was in the laundry mat looking for the missing stuffed bunny. The dad looked in the washing machine but the bunny was not there. I stopped the video at this point. We then talked about making predictions when reading stories.
In our journal each student depicted their prediction to the ending of this story. Where did knuffle bunny go?
After everyone had made a prediction we watched the ending to see how the author decided to end the story.
We watched the story the Knuffle Bunny on our smartboard. It is a wonderful story linked below if you and your child would like to watch it again to discuss the characters, setting, what happened in the story and the predictions that were made in class.
We watched the story until the family was in the laundry mat looking for the missing stuffed bunny. The dad looked in the washing machine but the bunny was not there. I stopped the video at this point. We then talked about making predictions when reading stories.
In our journal each student depicted their prediction to the ending of this story. Where did knuffle bunny go?
After everyone had made a prediction we watched the ending to see how the author decided to end the story.
May 7th- 11th
Eric Carle Inspired Mural
Below is an image of our completed Kindergarten Eric Carle mural. Each Kindergarten student used the pained Eric Carle paper they created previously and cut out shapes to make a flower. In the days following students used the Eric Carle painted paper to create other things for our mural including grass, clouds, bugs and butterflies.
Below is an image of our completed Kindergarten Eric Carle mural. Each Kindergarten student used the pained Eric Carle paper they created previously and cut out shapes to make a flower. In the days following students used the Eric Carle painted paper to create other things for our mural including grass, clouds, bugs and butterflies.
The Mixed Up Chameleon
We read the Mixed up chameleon. We learned that in the end of the story the chameleon learned that is was happiest when he was being himself. We talked about all of the things that make us special and unique. We each drew our own chameleon, painted it with water colour paint and completed the sentence "I am unique because _____" using our letter sounds.
We read the Mixed up chameleon. We learned that in the end of the story the chameleon learned that is was happiest when he was being himself. We talked about all of the things that make us special and unique. We each drew our own chameleon, painted it with water colour paint and completed the sentence "I am unique because _____" using our letter sounds.
We completed our stories this week. Students did a great job ensuring that their story have a beginning, a middle (with a problem) and an end (the problem was solved). They also coloured their character to math their wool art and added a setting and words to their story. Each student also chose a title for their story. Students will share their stories with their classmates in the coming weeks.
April 30th- May 4th
Stories Stories Stories!
We have continued to practice creating stories in different centers. The pictures below show three of the centers: felt story telling, puppets and sequencing cards.
We began writing our wool art stories this week. We made a story as a class using a story board. We have been talking about story elements in many of the stories we have read including characters, setting and plot. Students began creating their own story using their wool art animal as the main character in their story. Students thought of a story line and included a beginning, middle and end to their story. They used illustrations and words to portray the actions of the characters, the problem, solution and ending in their story.
We have continued to practice creating stories in different centers. The pictures below show three of the centers: felt story telling, puppets and sequencing cards.
We began writing our wool art stories this week. We made a story as a class using a story board. We have been talking about story elements in many of the stories we have read including characters, setting and plot. Students began creating their own story using their wool art animal as the main character in their story. Students thought of a story line and included a beginning, middle and end to their story. They used illustrations and words to portray the actions of the characters, the problem, solution and ending in their story.
Jack and the Bean Stalk
After reading the story Jack and the Bean Stalk, we planted our own beans. In our journal we drew scientific drawings of what we saw, we also labeled our drawings with the materials we used.
The next day we saw a bean stalk in our classroom that went from the ground all the way to the roof!
After reading the story Jack and the Bean Stalk, we planted our own beans. In our journal we drew scientific drawings of what we saw, we also labeled our drawings with the materials we used.
The next day we saw a bean stalk in our classroom that went from the ground all the way to the roof!
Rainbows
We have been talking about rainbows.
We learned the colours of a rainbow and how a rainbow is formed. We created our own rainbow using water and food colouring. We also talked about colour mixing to create the colours of the rainbow.
We are continuing to work on a collaborative rainbow art project. We are working together as a group to complete a rainbow collage by cutting coloured images and pages out of magazines and flyers and glueing them onto to correct strip of the rainbow.
We have been talking about rainbows.
We learned the colours of a rainbow and how a rainbow is formed. We created our own rainbow using water and food colouring. We also talked about colour mixing to create the colours of the rainbow.
We are continuing to work on a collaborative rainbow art project. We are working together as a group to complete a rainbow collage by cutting coloured images and pages out of magazines and flyers and glueing them onto to correct strip of the rainbow.
Eric Carle
We have read a number of Eric Carle's wonderful books this week. We found patterns in his stories and looked closely at his illustrations.
We created Eric Carle paper. We painted pieces of paper with various painting techniques to make Eric Carle paper. We used paper plastic forks, tooth brushes, our hands, dabbers, sponges, rules and different types of paint brushes to create textured paper of many different colours. We had a wonderful and messy time created beautiful pieces of paper. We will be using this paper next week to created an Eric Carle mural.
One of the Eric Carle books we read was Little Cloud. We talked about clouds we see in the sky and how they move and can change shape. We talked about how sometimes clouds can look like different things when we use our imagination. Each person created their own cloud in any shape. They then used letter sounds to complete the sentence "I looked up in the sky and thought I saw a _____________, but it was only a cloud. We also looked at the book; It Looked Like Split Milk.
We have read a number of Eric Carle's wonderful books this week. We found patterns in his stories and looked closely at his illustrations.
We created Eric Carle paper. We painted pieces of paper with various painting techniques to make Eric Carle paper. We used paper plastic forks, tooth brushes, our hands, dabbers, sponges, rules and different types of paint brushes to create textured paper of many different colours. We had a wonderful and messy time created beautiful pieces of paper. We will be using this paper next week to created an Eric Carle mural.
One of the Eric Carle books we read was Little Cloud. We talked about clouds we see in the sky and how they move and can change shape. We talked about how sometimes clouds can look like different things when we use our imagination. Each person created their own cloud in any shape. They then used letter sounds to complete the sentence "I looked up in the sky and thought I saw a _____________, but it was only a cloud. We also looked at the book; It Looked Like Split Milk.
April 23rd- 27th
Fairy Tales
We continued to talk about fairy tales and story telling this week.
Our classes REALLY enjoyed learning about The Three Little Pigs. We read some fractured fairy tales such as The Three Little Gators. We talked about how the authors used different characters and changed the fairy tales. We have some amazing story board creating happening throughout the week. Students are drawing out their stories and sharing with others as we learn more about creating stories.
After talking about the materials the three little pigs chose in the story we brainstormed if there was any other materials they could have used to build their house. I asked the question; "if you were one of the three little pigs, what would you build your house out of"? Students illustrated a paper house with the materials we chose and wrote My house if made of ______, and then used our letter sounds to sound out the last word of our sentence.
We continued to talk about fairy tales and story telling this week.
Our classes REALLY enjoyed learning about The Three Little Pigs. We read some fractured fairy tales such as The Three Little Gators. We talked about how the authors used different characters and changed the fairy tales. We have some amazing story board creating happening throughout the week. Students are drawing out their stories and sharing with others as we learn more about creating stories.
After talking about the materials the three little pigs chose in the story we brainstormed if there was any other materials they could have used to build their house. I asked the question; "if you were one of the three little pigs, what would you build your house out of"? Students illustrated a paper house with the materials we chose and wrote My house if made of ______, and then used our letter sounds to sound out the last word of our sentence.
Earth Day
We talked about earth day this week and all of the things that we can to to help the earth. We thought of some great ideas. In our journal we depicted one way we can help the earth. We talked about adding colour and detail to our drawings to show the reader what we are telling them. We talked about sentences and words. We used our letter sounds to add words and sentences to our pictures.
We talked about reusing and recycling and reviewed the recycling that we do in our classroom. We thought of new ways that we can help the earth in our classroom such as using both sides of our paper, putting snack wrappers in the correct bins and turning off the lights when we leave the room. We also had a recycle art center on Tuesday in which we reused materials and made them into something new. We have many very creative ideas such as puppets and bunk beds for stuffies.
We talked about earth day this week and all of the things that we can to to help the earth. We thought of some great ideas. In our journal we depicted one way we can help the earth. We talked about adding colour and detail to our drawings to show the reader what we are telling them. We talked about sentences and words. We used our letter sounds to add words and sentences to our pictures.
We talked about reusing and recycling and reviewed the recycling that we do in our classroom. We thought of new ways that we can help the earth in our classroom such as using both sides of our paper, putting snack wrappers in the correct bins and turning off the lights when we leave the room. We also had a recycle art center on Tuesday in which we reused materials and made them into something new. We have many very creative ideas such as puppets and bunk beds for stuffies.
Earth Day Mosaic
Letter X and Qu
We learned the letter x on Wednesday. We talked about how the letter x makes a 'ks' sound. We practice printing the letter x making sure to use diagonal lines.
We learned the letter x on Wednesday. We talked about how the letter x makes a 'ks' sound. We practice printing the letter x making sure to use diagonal lines.
Math
Combining numbers
Combining numbers
Looking for, listening for and journaling signs of spring!
April 16th- 20th
Making Ten
We have been working on combining numbers to make 10 and as group, looking at 10 frames, using our fingers, and magnetic 10 frames. This week our class used coloured jewels in a 10 frame to see how they could make 10 independently. Students added blue and green jewels to a 10 frame, ensuring there was only one jewel in each space. They then coloured a 10 frame to match the one they made with jewels. Lastly, with support they added a number sentence to their 10 frame to see how they made 10. Please see the image below.
We have been working on combining numbers to make 10 and as group, looking at 10 frames, using our fingers, and magnetic 10 frames. This week our class used coloured jewels in a 10 frame to see how they could make 10 independently. Students added blue and green jewels to a 10 frame, ensuring there was only one jewel in each space. They then coloured a 10 frame to match the one they made with jewels. Lastly, with support they added a number sentence to their 10 frame to see how they made 10. Please see the image below.
Three Little Pigs
We talked about story telling, parts of a story, setting and characters this week. We focused our learning around The Three Little Pigs. We read many different Three Little Pigs books, we noticed similarities and differences in all of them. In some stories the characters were different, others had different endings and others had different plots.
We talked about the sequence of a story (the beginning, middle and end). We discussed the sequence of one of the Three Little Pigs stories and build our own houses in the correct story sequence. We also practiced our printing writing: first, second and third and straw, sticks and bricks.
We spent time looking at these stories and reading them with classmates
Students enjoyed representing the actions of the characters during read alouds. They recognized words in the story and understood the sequence to say parts of the story together. Students enjoyed saying "Little pig, little pig, let me come in" -Wolf, and "not by the hair of my chinny chin chin" -pigs.
We used different materials to build our ow houses for the pigs and retell stories. We also began to talk about creating our own stories and depicting them on a story board. We made a story boards as a whole group. We focused on the four squares of a story to have a beginning, a problem (middle), a solution (middle) and an ending.
We will continue to work with Fairy Tales Next week!
We talked about story telling, parts of a story, setting and characters this week. We focused our learning around The Three Little Pigs. We read many different Three Little Pigs books, we noticed similarities and differences in all of them. In some stories the characters were different, others had different endings and others had different plots.
We talked about the sequence of a story (the beginning, middle and end). We discussed the sequence of one of the Three Little Pigs stories and build our own houses in the correct story sequence. We also practiced our printing writing: first, second and third and straw, sticks and bricks.
We spent time looking at these stories and reading them with classmates
Students enjoyed representing the actions of the characters during read alouds. They recognized words in the story and understood the sequence to say parts of the story together. Students enjoyed saying "Little pig, little pig, let me come in" -Wolf, and "not by the hair of my chinny chin chin" -pigs.
We used different materials to build our ow houses for the pigs and retell stories. We also began to talk about creating our own stories and depicting them on a story board. We made a story boards as a whole group. We focused on the four squares of a story to have a beginning, a problem (middle), a solution (middle) and an ending.
We will continue to work with Fairy Tales Next week!
April 9th - 13th
Line Rabbit Art
We talked about what a line is as an element of art. We watched a video to give use some ideas of some different kinds of lines. We then created our own line examples as a group. Each student created their own line rabbit by filling in the 7 pieces of their rabbit with as many different kinds of lines as possible. Students then cut out their pieces and glued their art together on a coloured page to complete their art.
We talked about what a line is as an element of art. We watched a video to give use some ideas of some different kinds of lines. We then created our own line examples as a group. Each student created their own line rabbit by filling in the 7 pieces of their rabbit with as many different kinds of lines as possible. Students then cut out their pieces and glued their art together on a coloured page to complete their art.
Wool Art
We talked about stories this week focusing on characters. We read stories and talked about the character the author/illustrator developed for different stories. For our wool art, we each chose one animal to design as our story character. We talked about kinds of animals. We talked about how in a story the illustrator and author decide the best story character to represent their ideas. Their story character could be any animal with any and all colours and patterns.
We looked at a number of stories with animals as the main character.
We also looked at real pictures of animals in non-fiction books.
Each students drew their design for their story character. Kindergartens drawings turned out great! They thought about what animsl theur chose to add features and details they needed. Students also coloured in their animal to match the colour wool they intended to use when creating their wool art in the coming days.
The steps to complete our wool art:
1. choose colours from our great pile of amazing wool
2. lay out colours to match your drawing
3. Add details and a face to wool art
4. as a whole group add dish soap and water to the wool and take turns to roll out all of our wool
5. Rub wool together to build a strong cloth
6. make wool into a ball and throw onto the table repeatedly (so fun!!)
We will continue to work to finish completing our characters. We will be using our animals to create stories.
We talked about stories this week focusing on characters. We read stories and talked about the character the author/illustrator developed for different stories. For our wool art, we each chose one animal to design as our story character. We talked about kinds of animals. We talked about how in a story the illustrator and author decide the best story character to represent their ideas. Their story character could be any animal with any and all colours and patterns.
We looked at a number of stories with animals as the main character.
We also looked at real pictures of animals in non-fiction books.
Each students drew their design for their story character. Kindergartens drawings turned out great! They thought about what animsl theur chose to add features and details they needed. Students also coloured in their animal to match the colour wool they intended to use when creating their wool art in the coming days.
The steps to complete our wool art:
1. choose colours from our great pile of amazing wool
2. lay out colours to match your drawing
3. Add details and a face to wool art
4. as a whole group add dish soap and water to the wool and take turns to roll out all of our wool
5. Rub wool together to build a strong cloth
6. make wool into a ball and throw onto the table repeatedly (so fun!!)
We will continue to work to finish completing our characters. We will be using our animals to create stories.
One is a Snail, Ten is a Crab
We talked about the story One is a Snail Ten is a Crab. This story looks at the number of feet different animals have. For example, a dog has 4 feet, an insect has 6 feet and a spider has 8 feet. After reading this story we took to our journals. In our journals each student chose 2 animals to draw. Each student then counted how many feet each animal had, writing the numeral below. The students then completed a number sentence, counting the animals feet together (or adding the numbers together) and writing how many feet the animals have in total. For example, a dog has 4 legs, a snail has 1 foot, there are 5 feet in total.
We talked about the story One is a Snail Ten is a Crab. This story looks at the number of feet different animals have. For example, a dog has 4 feet, an insect has 6 feet and a spider has 8 feet. After reading this story we took to our journals. In our journals each student chose 2 animals to draw. Each student then counted how many feet each animal had, writing the numeral below. The students then completed a number sentence, counting the animals feet together (or adding the numbers together) and writing how many feet the animals have in total. For example, a dog has 4 legs, a snail has 1 foot, there are 5 feet in total.
Centers and Physical Education
We also learned the letters v and y this week. We have now learned almost the whole alphabet. We are ver excited to count and practice all of the letters and letter sounds we have learned!
Please continue to practice letter and letter sounds at home :). We are also continuing to practice printing letters and numbers.
We also learned the letters v and y this week. We have now learned almost the whole alphabet. We are ver excited to count and practice all of the letters and letter sounds we have learned!
Please continue to practice letter and letter sounds at home :). We are also continuing to practice printing letters and numbers.
Aril 3rd-6th
Letter Z and W
We learned the letter z this week. We talked about the sound, actions and how to print the letter z. We thought of words beginning with the letter z such as:
-zebra
-zig-zag
-zipper
-zoo
-zero
We learned the letter w this week. We talked about the wind blowing and making the sound of a 'w' a wh, wh, wh sound. We practiced printing the letter w in our letter books and determined the pictures that begin the the letter w. There was a picture and well, a wing, a window and an apple. Saying they words slowly out loud helped us listen for the w sound. Ask your child what sound 'w' makes and see if there are any words you can think together that begin with a w.
We learned the letter z this week. We talked about the sound, actions and how to print the letter z. We thought of words beginning with the letter z such as:
-zebra
-zig-zag
-zipper
-zoo
-zero
We learned the letter w this week. We talked about the wind blowing and making the sound of a 'w' a wh, wh, wh sound. We practiced printing the letter w in our letter books and determined the pictures that begin the the letter w. There was a picture and well, a wing, a window and an apple. Saying they words slowly out loud helped us listen for the w sound. Ask your child what sound 'w' makes and see if there are any words you can think together that begin with a w.
Sound Eggs
Egg Word Books
Flowers
Mar. 12th- 16th
Day 3
Enemies
For the third page of our penguin research book we talked about enemies. We talked about three enemies a seal, a orca and a skua bird. We talked about how penguins use camouflage and are very good swimmers using their flippers as paddles in the water. We noticed that all penguins have white belly's and black on their back, we learned that this is for camouflage. We watched a video of penguins swimming and discussed how they are much faster in the water than on land.
Enemies
For the third page of our penguin research book we talked about enemies. We talked about three enemies a seal, a orca and a skua bird. We talked about how penguins use camouflage and are very good swimmers using their flippers as paddles in the water. We noticed that all penguins have white belly's and black on their back, we learned that this is for camouflage. We watched a video of penguins swimming and discussed how they are much faster in the water than on land.
Page 4
Food
We completed our food page of our penguin research books.
We learned that penguins eat different food depending on where they live and the time of the year.
We learned about three things penguins like to eat:
fish
krill and
squid.
We talked about how they swim to catch their food to eat and how they use their bill and barbed tongues to help them. We saw that penguins are great swimmers.
Food
We completed our food page of our penguin research books.
We learned that penguins eat different food depending on where they live and the time of the year.
We learned about three things penguins like to eat:
fish
krill and
squid.
We talked about how they swim to catch their food to eat and how they use their bill and barbed tongues to help them. We saw that penguins are great swimmers.
Parts of a Penguin
We read a leveled book about the parts of a penguin looking closely at the patterned sentences to practice our reading skills.
We then completed the last page of our penguin research book labelling a penguin.
Below is also a video of penguins swimming and then 'flying' out of the water onto an iceberg. It was one of our classes favourite to watch!
We read a leveled book about the parts of a penguin looking closely at the patterned sentences to practice our reading skills.
We then completed the last page of our penguin research book labelling a penguin.
Below is also a video of penguins swimming and then 'flying' out of the water onto an iceberg. It was one of our classes favourite to watch!
Penguins Math Word Problem
We continued to talked about how penguins eat is fish! Fish are slippery so we looked at pictures of penguins mouths and saw they have a sharp bill or beak and have backwards facing bristles on their tongue so they fish does not slip away.
We watched a video of penguins swimming to catch fish.
Each student glued a penguin onto a paper and cut their own fish for their penguin to eat. Students chose how many green and yellow fish they penguin would eat. After cutting out their fish, they glued them into the water around their penguin and completed their math sentence.
The math sentence reads:
________________' s penguin has ______ yellow fish and _____ green fish. How many fish does the penguin have in all? ________ fish.
Students counted their yellow fish and filled in the blank and then the green fish and filled in the blank. They then combined their numbers, counting all of the fish together.
We continued to talked about how penguins eat is fish! Fish are slippery so we looked at pictures of penguins mouths and saw they have a sharp bill or beak and have backwards facing bristles on their tongue so they fish does not slip away.
We watched a video of penguins swimming to catch fish.
Each student glued a penguin onto a paper and cut their own fish for their penguin to eat. Students chose how many green and yellow fish they penguin would eat. After cutting out their fish, they glued them into the water around their penguin and completed their math sentence.
The math sentence reads:
________________' s penguin has ______ yellow fish and _____ green fish. How many fish does the penguin have in all? ________ fish.
Students counted their yellow fish and filled in the blank and then the green fish and filled in the blank. They then combined their numbers, counting all of the fish together.
Playdough Penguins
Centers
Mar. 5th- 9th
Penguins
Day 1
Introduction
On Monday began talking about penguins, I asked the question: what are penguins?
Students did their own penguin research using non fiction books all about penguins. We talked about what we can learn by looking at the pictures. For example: we saw a photo in the book of a penguin eating a fish. We thought maybe penguins eat fish. We saw a photo of an penguin and an egg; we thought maybe penguins lay eggs.
During center time, students looked through the books on their own and with others at their table and discussed what they saw. They chose one thing from the book and drew a illustration in their journal to share one thing they think they know about penguins through their research.
Guiding questions included:
Where do you think penguins live?
What do penguins look like?
How do penguins move?
What do penguins eat?
At the end of the day we thought of some questions we have about penguins and some things we would like to learn more about. Some of the questions included:
Where do penguins sleep?
Where do baby penguins sleep?
What does aquatic mean?
Why does their tongue have spikes?
Do they fly?
Why do they waddle?
Day 1
Introduction
On Monday began talking about penguins, I asked the question: what are penguins?
Students did their own penguin research using non fiction books all about penguins. We talked about what we can learn by looking at the pictures. For example: we saw a photo in the book of a penguin eating a fish. We thought maybe penguins eat fish. We saw a photo of an penguin and an egg; we thought maybe penguins lay eggs.
During center time, students looked through the books on their own and with others at their table and discussed what they saw. They chose one thing from the book and drew a illustration in their journal to share one thing they think they know about penguins through their research.
Guiding questions included:
Where do you think penguins live?
What do penguins look like?
How do penguins move?
What do penguins eat?
At the end of the day we thought of some questions we have about penguins and some things we would like to learn more about. Some of the questions included:
Where do penguins sleep?
Where do baby penguins sleep?
What does aquatic mean?
Why does their tongue have spikes?
Do they fly?
Why do they waddle?
Day 2
Habitats
Guiding questions: What is a habitat? What is a penguin’s habitat?
We looked at the three videos and compared and contrasted where penguins live.
We watched a video about penguins in Antarctica, the children noticed that these penguins lived where there is snow, ice and water. We talked about how Antartica is by the south pole, the opposite side of the earth as the arctic animals such as polar bears. We then watched a video of another penguin. Children noticed that where these penguins were there was no snow, it was a rainforest, we saw trees, bushes, rocks, dirt and rain. In the third video we watched we saw African penguins. Children noticed that their habitat was a beach, our class said their habitat was sand and water.
Vocabulary
-habitat
-Antartica- snow and ice
-Emperor penguin
-Rainforest- rocks, dirt, trees
-beach- sand and water
- slide
-swim
-waddle
Habitats
Guiding questions: What is a habitat? What is a penguin’s habitat?
We looked at the three videos and compared and contrasted where penguins live.
We watched a video about penguins in Antarctica, the children noticed that these penguins lived where there is snow, ice and water. We talked about how Antartica is by the south pole, the opposite side of the earth as the arctic animals such as polar bears. We then watched a video of another penguin. Children noticed that where these penguins were there was no snow, it was a rainforest, we saw trees, bushes, rocks, dirt and rain. In the third video we watched we saw African penguins. Children noticed that their habitat was a beach, our class said their habitat was sand and water.
Vocabulary
-habitat
-Antartica- snow and ice
-Emperor penguin
-Rainforest- rocks, dirt, trees
-beach- sand and water
- slide
-swim
-waddle
Day 3
Chicks
A baby penguin's first steps
We leaned that a baby penguin is called a chick. We watched some penguin videos and discussed what information we should write in the chick page of our penguin books.
We added the words:
egg
brood pouch
regurgitate and,
fluffy down
Chicks
A baby penguin's first steps
We leaned that a baby penguin is called a chick. We watched some penguin videos and discussed what information we should write in the chick page of our penguin books.
We added the words:
egg
brood pouch
regurgitate and,
fluffy down
Building penguin habitats, penguin story telling and research
Zookeeper visit
Penguin Art
We used water colour paper and painted a sky with beautiful colours. It was great to watch colour mixing happening in the sky paintings.
Students then created their own penguins with paper, they drew shapes and then used scissors and glue to build their penguin. Students made their penguins wings and back black and the stomach white like a penguin. They then added eyes, a beak and feet.
We used water colour paper and painted a sky with beautiful colours. It was great to watch colour mixing happening in the sky paintings.
Students then created their own penguins with paper, they drew shapes and then used scissors and glue to build their penguin. Students made their penguins wings and back black and the stomach white like a penguin. They then added eyes, a beak and feet.
Light Table
Feb 26th- Mar. 2nd
Roll on!
We tried a new math game this week. This game is called roll on! In this game students rolled a die and wrote that number in the box, they then wrote the next 3 numbers that follow the rolled number. We talked about counting on in between the numbers 1 and 10.
We tried a new math game this week. This game is called roll on! In this game students rolled a die and wrote that number in the box, they then wrote the next 3 numbers that follow the rolled number. We talked about counting on in between the numbers 1 and 10.
Letter Ff
We counted all of the letters we have learned so far. We have learned learned 18 letters, we rock!
We talked about the letter name, sound, how to print the letter f and sorting images based on beginning sounds.
We counted all of the letters we have learned so far. We have learned learned 18 letters, we rock!
We talked about the letter name, sound, how to print the letter f and sorting images based on beginning sounds.
The Snowy Day
We read the story The Snowy Day by Ezra Jack Keats. We talked about the character and setting in this story. In this story the main character made different types of tracks in the fresh snow. We completed our own snowy day snow scene with the main character of the story.
We read the story The Snowy Day by Ezra Jack Keats. We talked about the character and setting in this story. In this story the main character made different types of tracks in the fresh snow. We completed our own snowy day snow scene with the main character of the story.
Domino Flower Math
Student worked to count dots on dominos and place them on the correct numbered flower. Students began to talk about the different ways to make numbers though working wth the dominos. For example: 4 and 2 make 6, 5 and 1 make 6 and 3 and 3 make 6.
Student worked to count dots on dominos and place them on the correct numbered flower. Students began to talk about the different ways to make numbers though working wth the dominos. For example: 4 and 2 make 6, 5 and 1 make 6 and 3 and 3 make 6.
Poetry Books
Number 6
We talked about the number 6 this week. We practiced printing the number six. Students drew six things of their choice and used letter sounds to sound out a word to match their drawing. Students completed a 10 frame to complete their journal.
We talked about the number 6 this week. We practiced printing the number six. Students drew six things of their choice and used letter sounds to sound out a word to match their drawing. Students completed a 10 frame to complete their journal.
Pink Shirt Day
On pink shirt day we talked about kindness. We talked about what kindness is and thought about ideas as a whole group of how we can show kindness. During centers, students decorated a heart depicting one way to show kindness.
On pink shirt day we talked about kindness. We talked about what kindness is and thought about ideas as a whole group of how we can show kindness. During centers, students decorated a heart depicting one way to show kindness.
Feb 20th-23rd
Olympics
We talked about the Olympics this week. Students were excited to share about events they have seen on tv. We talked about some of the different events and counted the medals that team Canada has won thus far.
We talked about how athletes and teams get a gold medal for coming in first place.
We completed Olympic math were students practiced printing numbers, one to one correspondence and subatizing.
Students rolled 2 dice and determined their roll. We worked on 'counting on'. For example: if a 6 and a 3 is rolled students are able to subatize (recognize at a glance) the number 6 and count on from there. They would count 6... 7, 8, 9. Instead of counting each dot up to 9. It was our first time practicing this skill independently.
Once students dertermined their roll they printed that number in the correct column on their chart. Students continued until one of their numbers reacher the top and "won the gold medal"!
Students noticed some great trends in their rolling. For example, the numbers 6, 7, 8, 9 were rolled more often than the numbers 2 and 12.
We talked about the Olympics this week. Students were excited to share about events they have seen on tv. We talked about some of the different events and counted the medals that team Canada has won thus far.
We talked about how athletes and teams get a gold medal for coming in first place.
We completed Olympic math were students practiced printing numbers, one to one correspondence and subatizing.
Students rolled 2 dice and determined their roll. We worked on 'counting on'. For example: if a 6 and a 3 is rolled students are able to subatize (recognize at a glance) the number 6 and count on from there. They would count 6... 7, 8, 9. Instead of counting each dot up to 9. It was our first time practicing this skill independently.
Once students dertermined their roll they printed that number in the correct column on their chart. Students continued until one of their numbers reacher the top and "won the gold medal"!
Students noticed some great trends in their rolling. For example, the numbers 6, 7, 8, 9 were rolled more often than the numbers 2 and 12.
We continued to look at different athletes and sports. We talked about some of the events in the winter games including: skiing, snowboarding, curling, figure skating, hockey, bobsleigh and speed skating. We watched some videos of these sports and talked about the special equipment required for these sports. Students then picked one sport that they would like to do if they were in the Olympics. We discussed how a person reading their journal would know what sport they were doing just by looking at their illistration. Students thought about what clothes they would be wearing, what equipment they would wear (i.e. helmet, goggles, skates) and what their surrounding would look like adding details to drawings (i,.e ground, ski, mountains, other items, colour).
There were many great details in drawings such as score boards, bobsleds, Canadian flags, mountains, fans, rinks and tracks.
There were many great details in drawings such as score boards, bobsleds, Canadian flags, mountains, fans, rinks and tracks.
Literacy
We have learned the letters:
S, a, t, p, I, n, c, k, h, e, r, m, g, d, o, u and l.
We have also looked at some 'special words' in our poetry.
We learned the words: 'and', 'the', 'I' and are currently talking about the word 'is'. Students are noticing these words in poems, songs and stories.
We have learned the letters:
S, a, t, p, I, n, c, k, h, e, r, m, g, d, o, u and l.
We have also looked at some 'special words' in our poetry.
We learned the words: 'and', 'the', 'I' and are currently talking about the word 'is'. Students are noticing these words in poems, songs and stories.
Feb. 12th- 14th
Carnaval
We had a fantastic carnaval this week. We looked at pictures and videos of the carnaval in Quebec and we participated in many carnaval activities.
Tuesday -Cabane à Sucre (Snack Shack)
Wednesday- Ice Palace
We had a fantastic carnaval this week. We looked at pictures and videos of the carnaval in Quebec and we participated in many carnaval activities.
Tuesday -Cabane à Sucre (Snack Shack)
Wednesday- Ice Palace
Friendship Day
Chinese New Year
We talked about Chinese New Year this week. We read stories about the celebrations and traditions, we watched videos of parades and lion dances. We also completed a number of activities to help us learn about Chines New Year. Below are pictures from some of our Chinese New Year centers this week.
Once we completed our dragon masks we will do a parade around the school and visited other classes.
We talked about Chinese New Year this week. We read stories about the celebrations and traditions, we watched videos of parades and lion dances. We also completed a number of activities to help us learn about Chines New Year. Below are pictures from some of our Chinese New Year centers this week.
Once we completed our dragon masks we will do a parade around the school and visited other classes.
The letter U u
We learned the letter u this week. We learned the name, sound, action and song for the letter u. We practiced printing the letter u and some other letters. We looked at pictures decided which pictures begin with the letter u.
We learned the letter u this week. We learned the name, sound, action and song for the letter u. We practiced printing the letter u and some other letters. We looked at pictures decided which pictures begin with the letter u.
Feb. 5th - 9th
The Letter Oo
We have learned 15 letters through our Jolly Phonics program. We are continuing to use our letter sound knowledge at circle time and center time daily. We are noticing letters and letter sounds in reading and writing.
We have been working on hearing the beginning sounds in words, stories, journals and in our letters books. Students looked at different pictures and determined what the first letter of that word was. They then coloured in the letter that matched the first letter of the picture. For example: there is a picture of a lion and below are the letters L, M and P. Students said the word lion listening for the beginning sound and coloured in the letter L.
We have learned 15 letters through our Jolly Phonics program. We are continuing to use our letter sound knowledge at circle time and center time daily. We are noticing letters and letter sounds in reading and writing.
We have been working on hearing the beginning sounds in words, stories, journals and in our letters books. Students looked at different pictures and determined what the first letter of that word was. They then coloured in the letter that matched the first letter of the picture. For example: there is a picture of a lion and below are the letters L, M and P. Students said the word lion listening for the beginning sound and coloured in the letter L.
Patterns
We looked at pattern rules week. We talked about AB, ABB, AAB and ABC patterns. Students individually coloured in hearts to show the four different patterns.
We looked at pattern rules week. We talked about AB, ABB, AAB and ABC patterns. Students individually coloured in hearts to show the four different patterns.
Heart math
Working on sorting, one to one correspondence and printing we completed heart math this week. Each student coloured hearts to match the colours of our candy hearts. They then took a small container to scoop up a handful of candy hearts. Students sorted these candy hearts by colour into their sheet. Next, they counted the number of each colour heart and wrote the numeral beside the colour.
We talked about which number was greatest and least. Students looked at their candy hearts and decided which if their colours won, which colour had the greatest number.
Working on sorting, one to one correspondence and printing we completed heart math this week. Each student coloured hearts to match the colours of our candy hearts. They then took a small container to scoop up a handful of candy hearts. Students sorted these candy hearts by colour into their sheet. Next, they counted the number of each colour heart and wrote the numeral beside the colour.
We talked about which number was greatest and least. Students looked at their candy hearts and decided which if their colours won, which colour had the greatest number.
Basketball
We began basketball in physical education.
we have been working on dribbling and passing.
We began basketball in physical education.
we have been working on dribbling and passing.
Poetry books
Jim Dine Hearts
We looked at the artwork of Jim Dine. We talked about his art as a painter and that much of his art is a type of art called pop art. We looked closely at his paintings. We saw that he painted pictures of hearts. We also noticed he uses many colours and that both his hearts and backgrounds have colours mixed together. Our class thought his artwork was very cool!
We made our own Jim Dine inspired artwork this week. We began by filling in a heart with pastels. We used our finger to smudge the colours together. There was great colour mixing experiments happening. Colours were combing to form new colours, some students chose a colour theme to fill their heart, other students chose to make rainbow hearts. Next, students will divide up their background and complete their art with paint.
We looked at the artwork of Jim Dine. We talked about his art as a painter and that much of his art is a type of art called pop art. We looked closely at his paintings. We saw that he painted pictures of hearts. We also noticed he uses many colours and that both his hearts and backgrounds have colours mixed together. Our class thought his artwork was very cool!
We made our own Jim Dine inspired artwork this week. We began by filling in a heart with pastels. We used our finger to smudge the colours together. There was great colour mixing experiments happening. Colours were combing to form new colours, some students chose a colour theme to fill their heart, other students chose to make rainbow hearts. Next, students will divide up their background and complete their art with paint.
Jan 29th- Feb 2nd
CVC words
Math
We looked at greater than and less than in math this week.
We talked about the vocabulary:
Greater than
Less than and,
equal too
Students chose a number in between 1-10. They then built two towers with snap cubes; one tower greater than the number they chose and one number less than the number they chose. Students then drew their greater than and less than towers.
Greater than math game
We have also been playing a greater than / less than math game as a class. Our class loves this game, and it id definitely one you could play at home!
In this game the goal is to roll the greatest number on a die.
To play:
1. Write team names on the top of a piece of paper. Write numbers down the side (we normally play first to 7 wins).
2. Take turns rolling the dice. When the die is rolled subatize (recognize at a glance) the number rolled. After both teams have rolled, students state which number is greater (for example: 5 is greater than 3).
3. The team with the greatest number gets a point
4. First to 7 points wins :)
-This game could also be played with two dice.
We looked at greater than and less than in math this week.
We talked about the vocabulary:
Greater than
Less than and,
equal too
Students chose a number in between 1-10. They then built two towers with snap cubes; one tower greater than the number they chose and one number less than the number they chose. Students then drew their greater than and less than towers.
Greater than math game
We have also been playing a greater than / less than math game as a class. Our class loves this game, and it id definitely one you could play at home!
In this game the goal is to roll the greatest number on a die.
To play:
1. Write team names on the top of a piece of paper. Write numbers down the side (we normally play first to 7 wins).
2. Take turns rolling the dice. When the die is rolled subatize (recognize at a glance) the number rolled. After both teams have rolled, students state which number is greater (for example: 5 is greater than 3).
3. The team with the greatest number gets a point
4. First to 7 points wins :)
-This game could also be played with two dice.
Domino hockey
In our center time math game we began playing domino hockey! We will continue this game next week with opportunities to play with many different peers!
In this game students started with the hockey mat and a number of dominos face down in front of them. Each student picked a domino and put it in their net without looking at it. Students spun their dominos around singing the hockey song for their 'face off'. Students then flipped their domino and counted or subatized how many dots were on their domino. We had to make sure to count both sides of the domino. The student with the greatest number wins and takes both dominos to his/her side and then students repeat. The student with the greatest number uses math talk before they are able to take the dominos. For example if they have 10 and their partner has 6 they say "10 is greater than 6" and then they are able to take both dominos.
In our center time math game we began playing domino hockey! We will continue this game next week with opportunities to play with many different peers!
In this game students started with the hockey mat and a number of dominos face down in front of them. Each student picked a domino and put it in their net without looking at it. Students spun their dominos around singing the hockey song for their 'face off'. Students then flipped their domino and counted or subatized how many dots were on their domino. We had to make sure to count both sides of the domino. The student with the greatest number wins and takes both dominos to his/her side and then students repeat. The student with the greatest number uses math talk before they are able to take the dominos. For example if they have 10 and their partner has 6 they say "10 is greater than 6" and then they are able to take both dominos.
Letter G g
Snowman names
We practiced printing our names in Kindergarten printing. We were also looking at how many letters are in our name. We compared names to see the different amounts of letters in our names.
Some us have 3 letters in our names and other friends have 8 letters in their name.
We added details to our snowmen using our imagination. Miss. Babineau's snowman had glasses :).
We practiced printing our names in Kindergarten printing. We were also looking at how many letters are in our name. We compared names to see the different amounts of letters in our names.
Some us have 3 letters in our names and other friends have 8 letters in their name.
We added details to our snowmen using our imagination. Miss. Babineau's snowman had glasses :).
Journals
In our journals this week we talked about the first letter of our name and the sound that letter makes. We brainstormed things that we like that begin with the same first letter as our name. For example, Lynley likes lego. In our journals we drew a picture of something that begins with the same first letter as our name. We then added the sentence underneath; (name) likes _________. We used our Kindergarten printing, we copied the word likes and then used our letter sound knowledge to sound out the word for the picture we drew. We made connections between the sounds we heard when saying the word slowly and the letters that connect to that sound. For example, when sounding out the word hats, what sounds do we hear when saying the word slowly, h-a-t-s. |
Hot Chocolate
We first designed and painted our hot chocolate mugs, next we cut out the mugs carefully following the line. We then talked about the numbers between 1-10. We wanted make our hot chocolate delicious by adding marshmallows. We added between 1-10 marshmallows to our hot chocolate. We then completed the sentence: My hot chocolate has ______ marshmallows.
We first designed and painted our hot chocolate mugs, next we cut out the mugs carefully following the line. We then talked about the numbers between 1-10. We wanted make our hot chocolate delicious by adding marshmallows. We added between 1-10 marshmallows to our hot chocolate. We then completed the sentence: My hot chocolate has ______ marshmallows.
Other centers
Jan 22nd- 25th
The Letter D and looking closely at the finding the letters d and b.
The Mitten
This week we read the story, The Mitten by Jan Brett. Looking at the front cover and made predictions about the story based on the front cover and title. As we read the story, we talked about some descriptive. We talked about the characters and also made many predictions throughout the story.
For example, when Niki dropped his mitten in the snow: What do you think is going to happen?
After discussing the characters and events, I asked our class, If you wrote a page in this story who would crawl in the mitten? We discussed the animals that were depicted in the story and came up with our own ideas. After making our own mitten with paint we drew a picture of an animal in our mitten. We put our mitten on top of our drawing so that our animal was hiding in the mitten. It was great to see our class trying to guess what animal others drew and guessing before lifting up their mitten to find out. We then completed the sentence "A ______ went in my mitten". We used our letter sound knowledge to hear as many sounds as we could to write the name of our animal.
The next day, we acted out the story using animal props. We pretended to be the characters and acted while the story was being read. One of their favourtite parts was when the bear sneezed and the animals scattered in all directions.
On the third day this week, we read a different version of The Mitten written by Alvin Tresselt. We thought about and disscused the similarities and differences between the two stories.
Ask your child about the two stories. Discuss their favourite part and similarities and differences between the two stories.
Posted below are Youtube versions of the two versions of The Mitten.
Math
In math we have been working on number sense, looking at what number comes before and after other numbers. For example, we look at our calendar and talk about what number comes after 6, or what number comes before 8? We have also been working on couting inbetween 1 and 10 forwards and backwards starting at any number.
Below are pictures from our missing mittens activity. We were trying to figure out which number was missing. Some of the numbers missing were at the front, some in the middle and some were the 3rd number.
This week we read the story, The Mitten by Jan Brett. Looking at the front cover and made predictions about the story based on the front cover and title. As we read the story, we talked about some descriptive. We talked about the characters and also made many predictions throughout the story.
For example, when Niki dropped his mitten in the snow: What do you think is going to happen?
After discussing the characters and events, I asked our class, If you wrote a page in this story who would crawl in the mitten? We discussed the animals that were depicted in the story and came up with our own ideas. After making our own mitten with paint we drew a picture of an animal in our mitten. We put our mitten on top of our drawing so that our animal was hiding in the mitten. It was great to see our class trying to guess what animal others drew and guessing before lifting up their mitten to find out. We then completed the sentence "A ______ went in my mitten". We used our letter sound knowledge to hear as many sounds as we could to write the name of our animal.
The next day, we acted out the story using animal props. We pretended to be the characters and acted while the story was being read. One of their favourtite parts was when the bear sneezed and the animals scattered in all directions.
On the third day this week, we read a different version of The Mitten written by Alvin Tresselt. We thought about and disscused the similarities and differences between the two stories.
Ask your child about the two stories. Discuss their favourite part and similarities and differences between the two stories.
Posted below are Youtube versions of the two versions of The Mitten.
Math
In math we have been working on number sense, looking at what number comes before and after other numbers. For example, we look at our calendar and talk about what number comes after 6, or what number comes before 8? We have also been working on couting inbetween 1 and 10 forwards and backwards starting at any number.
Below are pictures from our missing mittens activity. We were trying to figure out which number was missing. Some of the numbers missing were at the front, some in the middle and some were the 3rd number.
Snowman math
Jan 15th- 19th
Letter M m
We learned the letter m this week.
We have learned the letters:
s, a, t, p, i, n, c, k, h, e, r and m.
We talked about printing and upper and lower case m this week. We talked about the letter sound for m and thought of words beginning with this sound. We reviewed the letter names and sounds of all of the letters we have learned. We are continuing to use these letter sounds at center time, circle time, in our poetry books and journals.
We learned the letter m this week.
We have learned the letters:
s, a, t, p, i, n, c, k, h, e, r and m.
We talked about printing and upper and lower case m this week. We talked about the letter sound for m and thought of words beginning with this sound. We reviewed the letter names and sounds of all of the letters we have learned. We are continuing to use these letter sounds at center time, circle time, in our poetry books and journals.
Snow
We looked more closely at the snow this week. We looked closely at pictures of snowflakes that were taken with microscope.
We noticed some features of snowflakes.
-They all had 6 sides
-They were symmetrical
-They had many details
-They were all different (unique)
Snow centers:
1. How Tall is your tower?
Our class build towers with "snowballs" the challenge was to see who could build the tallest tower. There were great conversations around how to build the tower to make it the tallest.
Once they have built their tower they measure it with snap cube and write the number on the page.
2. We brought snow into our classroom for center time and used our gloves to build with it. We looked at the snow when we first brought it into our room and again at the very end of the day. At the end of the day the snow did not look the same as it did when we first brought it inside.
3. Cutting paper snowflakes
4. Stencil snowflakes
5. We put on our science hats to complete a science experiment. We put one cup of snow in three places. One by the window, one on the table in our classroom and one outside. Everyone in our class made a prediction of which container of snow would melt first, second and third. We discussed the 'why' behind their thinking.
6. We made our own snowflakes using pattern block shapes. Each of our snowflakes showed symmetry and had 6 sides, but they were all wonderfully unique.
We looked more closely at the snow this week. We looked closely at pictures of snowflakes that were taken with microscope.
We noticed some features of snowflakes.
-They all had 6 sides
-They were symmetrical
-They had many details
-They were all different (unique)
Snow centers:
1. How Tall is your tower?
Our class build towers with "snowballs" the challenge was to see who could build the tallest tower. There were great conversations around how to build the tower to make it the tallest.
Once they have built their tower they measure it with snap cube and write the number on the page.
2. We brought snow into our classroom for center time and used our gloves to build with it. We looked at the snow when we first brought it into our room and again at the very end of the day. At the end of the day the snow did not look the same as it did when we first brought it inside.
3. Cutting paper snowflakes
4. Stencil snowflakes
5. We put on our science hats to complete a science experiment. We put one cup of snow in three places. One by the window, one on the table in our classroom and one outside. Everyone in our class made a prediction of which container of snow would melt first, second and third. We discussed the 'why' behind their thinking.
6. We made our own snowflakes using pattern block shapes. Each of our snowflakes showed symmetry and had 6 sides, but they were all wonderfully unique.
Snowmen at Night
After reading the story Snowmen at Night. We talked about if snowmen could do anything at night, what would they do?
We had some wonderful ideas such as:
-Maybe they would go for food
-They would go skating
-they would do science
-They would drink 'cold chocolate'
Each student drew a picture in their journal depicting what their snowman would do at night. We worked on using letter sounds to add letters to accompany drawings.
The youtube link to watch the story is posted below :)
After reading the story Snowmen at Night. We talked about if snowmen could do anything at night, what would they do?
We had some wonderful ideas such as:
-Maybe they would go for food
-They would go skating
-they would do science
-They would drink 'cold chocolate'
Each student drew a picture in their journal depicting what their snowman would do at night. We worked on using letter sounds to add letters to accompany drawings.
The youtube link to watch the story is posted below :)
Letter Search
Kindergarten students really enjoyed the letter search center this week.
I posted 6 hidden letters around our classroom. Students used a clipboard to go on a letter search. When they found a letter they printed the uppercase and lowercase letter they found on they page and continued to search until they had found all 6 letters.
Kindergarten students really enjoyed the letter search center this week.
I posted 6 hidden letters around our classroom. Students used a clipboard to go on a letter search. When they found a letter they printed the uppercase and lowercase letter they found on they page and continued to search until they had found all 6 letters.
Jan 8th- 12th
Journals
On the first day back at school we talked about many things we went as a group. We shared personal experiences with classmates and individually depicted one thing that we did in our journals. We worked on adding letters to our journal listening for beginning sounds.
On the first day back at school we talked about many things we went as a group. We shared personal experiences with classmates and individually depicted one thing that we did in our journals. We worked on adding letters to our journal listening for beginning sounds.
Literacy and math whiteboard center
-working wth others to sound out words and practice printing letters and numbers.
-working wth others to sound out words and practice printing letters and numbers.
The Letter R
We learned the letter r this week. We talked about printing the letter. We learned the sound and action for the letter r. We thought of many words beginning with this sound.
We have learned the letters:
s, a, t, p, i, n, c, k, e, h, r
Please continue to practice these letter names and sounds at home as well as printing these letters.
We learned the letter r this week. We talked about printing the letter. We learned the sound and action for the letter r. We thought of many words beginning with this sound.
We have learned the letters:
s, a, t, p, i, n, c, k, e, h, r
Please continue to practice these letter names and sounds at home as well as printing these letters.
1. Math number building center
2. Light table representing numbers, recognizing numerals and making patterns.
2. Light table representing numbers, recognizing numerals and making patterns.
The Number 4
We talked about printing the number four this week. We learned a poem to remember how to print the number. Students worked in their journal to complete their number 4.
We talked about printing the number four this week. We learned a poem to remember how to print the number. Students worked in their journal to complete their number 4.
Chubby Little Snowman poem
Please read this poem with your child over the weekend. We practiced this poem as a class throughout the week. We practiced using actions and and expression when reading the poem.
Please read this poem with your child over the weekend. We practiced this poem as a class throughout the week. We practiced using actions and and expression when reading the poem.
Snowflakes
We began to talk about snowflakes this week. We talked about how snowflakes are made in the clouds when it is cold. We talked about how snowflakes all look different. As snowflakes fall from the sky they have different paths with different temperatures and grow from a hexagon shapes to a bigger crystal with branches that look unique. Looking at pictures of snowflakes we found that they have 6 sides.
We each drew a snowflake and printed the words snowflake using our Kindergarten printing.
We will continue learning about snow next week!
We began to talk about snowflakes this week. We talked about how snowflakes are made in the clouds when it is cold. We talked about how snowflakes all look different. As snowflakes fall from the sky they have different paths with different temperatures and grow from a hexagon shapes to a bigger crystal with branches that look unique. Looking at pictures of snowflakes we found that they have 6 sides.
We each drew a snowflake and printed the words snowflake using our Kindergarten printing.
We will continue learning about snow next week!
Pajama Day
Dec. 11th- 15th
Creating trees, gingerbread houses, and snowmen with coloured plastercine.
Number 3
We talked about the number three. We looked at the numeral, the word and representing the number 3. In our journals, each student practiced printing the number 3, writing the word "three", drawing 3 things to represent three and filling in a 10 frame.
We talked about the number three. We looked at the numeral, the word and representing the number 3. In our journals, each student practiced printing the number 3, writing the word "three", drawing 3 things to represent three and filling in a 10 frame.
Wrapping station
At the wrapping station students wrapped presents with different wrapping paper. They cut the paper to fit the box, used glue and ribbon to wrap the present and added bows and name tags. Students delivered their presents to classmates.
At the wrapping station students wrapped presents with different wrapping paper. They cut the paper to fit the box, used glue and ribbon to wrap the present and added bows and name tags. Students delivered their presents to classmates.
Math
Roll and cover math game:
In this game students played with a partner. Students took turns to roll a die and adding the corresponding number of pom poms to their game board. They rolled the die again and added more pom poms. Students continued until one player filled their whole game board.
Math Trees
Students were given a tree with different numbers. Students used one to one correspondence to add the correct number of finger prints to match the numeral.
Roll and cover math game:
In this game students played with a partner. Students took turns to roll a die and adding the corresponding number of pom poms to their game board. They rolled the die again and added more pom poms. Students continued until one player filled their whole game board.
Math Trees
Students were given a tree with different numbers. Students used one to one correspondence to add the correct number of finger prints to match the numeral.
Small world story telling
Designing gingerbread houses
Decorating ornaments with paint looking closely at adding different types of lines and details.
Decorating ornaments with paint looking closely at adding different types of lines and details.
Dec. 4th- 8th
Letter H h
We have learned the letters s, a, t, p, i, n, c, k, e and h. We are hearing letter sounds during circle time discussion, stories and literacy games. Please continue to practice letters names and sounds. We have practice printing these letters. We looked at the four pictures on our letter book. Which of these words begin with the 'h' sound: hen, horse, kite and hand? What other words can you think of that start with 'h'?
We have learned the letters s, a, t, p, i, n, c, k, e and h. We are hearing letter sounds during circle time discussion, stories and literacy games. Please continue to practice letters names and sounds. We have practice printing these letters. We looked at the four pictures on our letter book. Which of these words begin with the 'h' sound: hen, horse, kite and hand? What other words can you think of that start with 'h'?
Number recognition
Noticing the visual features of numbers, naming the numerals and matching numerals.
Santa countdown
We recognize the numerals on our Santa beard and cut off the one number each day.
Noticing the visual features of numbers, naming the numerals and matching numerals.
Santa countdown
We recognize the numerals on our Santa beard and cut off the one number each day.
Kindergarten Restaurant
We opened a restaurant in our classroom. Students took on the roles involved in a restaurant such as server, chef and customer. Students read the menu's and communicated their order to the server who brought the information to the chef. Students communicated with each other while in the restaurant discussing what they had ordered, how much items cost and how to write down words to explain what they wanted to order. Students paid for their meal before leaving the restaurant.
We opened a restaurant in our classroom. Students took on the roles involved in a restaurant such as server, chef and customer. Students read the menu's and communicated their order to the server who brought the information to the chef. Students communicated with each other while in the restaurant discussing what they had ordered, how much items cost and how to write down words to explain what they wanted to order. Students paid for their meal before leaving the restaurant.
"Better Together" Trees
Centers
Patterns during centers
Large block building
Patterns during centers
Large block building
Nov 27th- Dec 1st
My Shape Pizza
We talked about where does food come from?
Some ideas were: stores, grocery stores, trucks that bring food to stores. We then talked about how there are people who grow foods such as lettuce, tomatoes and potatoes. Linked below is a video we watched about food being grown on a farm, and then brought to a market for families like ours to go and buy.
We talked about the occupation of a chef. A chef takes ingredients and turns it into all kinds of delicious meals.
At center time we made our own shape pizzas.
We talked about using pictures to help us read, like we do when we read stories. We saw a circled that we coloured red for red pepperoni, a yellow triangle for pineapple and a green rectangle for green pepper. Each child then created their own shape pizza using pepperoni, pineapple and green pepper.
After building our pizza we needed to complete our sentences. We counted the number of each ingredient used and filled in the number to complete the sentence.
We talked about where does food come from?
Some ideas were: stores, grocery stores, trucks that bring food to stores. We then talked about how there are people who grow foods such as lettuce, tomatoes and potatoes. Linked below is a video we watched about food being grown on a farm, and then brought to a market for families like ours to go and buy.
We talked about the occupation of a chef. A chef takes ingredients and turns it into all kinds of delicious meals.
At center time we made our own shape pizzas.
We talked about using pictures to help us read, like we do when we read stories. We saw a circled that we coloured red for red pepperoni, a yellow triangle for pineapple and a green rectangle for green pepper. Each child then created their own shape pizza using pepperoni, pineapple and green pepper.
After building our pizza we needed to complete our sentences. We counted the number of each ingredient used and filled in the number to complete the sentence.
Race to trace
At center time students worked to play a math game together. In this game student each have their own dice, race to trace page and a dry erase marker. In this game student continue to roll the die and trace the number of their roll until one player has filled their whole sheet. In this game we are working on number recognition and subatizing (seeing groups of numbers at a glance without counting such as on a dice). We have also been working on the math language of before and after. What number comes before 5? What number comes after 2?
At center time students worked to play a math game together. In this game student each have their own dice, race to trace page and a dry erase marker. In this game student continue to roll the die and trace the number of their roll until one player has filled their whole sheet. In this game we are working on number recognition and subatizing (seeing groups of numbers at a glance without counting such as on a dice). We have also been working on the math language of before and after. What number comes before 5? What number comes after 2?
The Letter E e
We learned the letter 'e' this week. We talked about how this letter is special because you do not start it at the top. When we write a lowercase "e" we start in the middle. The lowercase "e" is fun to write because we pretend we are playing baseball. When we write the letter "e" we hit the ball straight and then go around the bases.
We practiced printing "e" and we learned the sound the letter "e" makes.
It would be great to practice printing letters at home. Letters can be printed with different items such as with pencils, on white boards, chalk board, written in sand or made out of playdough. The letters s, e, and k would be especially great to practice.
We learned the letter 'e' this week. We talked about how this letter is special because you do not start it at the top. When we write a lowercase "e" we start in the middle. The lowercase "e" is fun to write because we pretend we are playing baseball. When we write the letter "e" we hit the ball straight and then go around the bases.
We practiced printing "e" and we learned the sound the letter "e" makes.
It would be great to practice printing letters at home. Letters can be printed with different items such as with pencils, on white boards, chalk board, written in sand or made out of playdough. The letters s, e, and k would be especially great to practice.
When I grow up...
We discussed all of the occupations that we have talked about while learning about community helpers. We partner shared about what we thought we might want to do when we grow up. We each shared our idea with the class.
We looked closely at some pictures of people at work. We knew what their jobs were by their uniform and the tools that they used for that job. For example, we knew one person was a mechanic because of his uniform, he was holding a wrench and was looking at a car. We knew the police officer because of their blue uniform, badge and tools such as a radio. We talked about how to draw a person. We then talked about what colours and details we needed to add to show what our job is. We looked at many examples including firefighters, mail carriers, veterinarians, pilots, artists and many more.
We each drew a picture of what we want to be when we grow up.
We discussed all of the occupations that we have talked about while learning about community helpers. We partner shared about what we thought we might want to do when we grow up. We each shared our idea with the class.
We looked closely at some pictures of people at work. We knew what their jobs were by their uniform and the tools that they used for that job. For example, we knew one person was a mechanic because of his uniform, he was holding a wrench and was looking at a car. We knew the police officer because of their blue uniform, badge and tools such as a radio. We talked about how to draw a person. We then talked about what colours and details we needed to add to show what our job is. We looked at many examples including firefighters, mail carriers, veterinarians, pilots, artists and many more.
We each drew a picture of what we want to be when we grow up.
Doctor Visit
We had a doctor come and visit our classroom this week. She talked about all the ways we can stay healthy such as getting exercise, eating healthy, drinking water and getting shots.
We talked about our hearts. She showed us her stethoscope. She showed us how she uses her stethoscope to listen to a heart beat. We learned what a heart beat sounds like and how it might sound different while we are exercising.
She also showed us her tool to look in ears and at throats.
We had many wonderful questions for the doctor.
Centers:
Journal- the number 2
Mechanic center
Sorting
Science: can you build a bridge?
Nov 20th- 24th
Dentist Visit
We a dentist come and visit our classes this week. We learned about how to brush and take care of our teeth. We also participated in an activity sorting foods that are healthy and make our bodies and teeth happy. We also talked about heathy habits such as sleeping, exercising, eating and taking care of our teeth. Each student practiced teeth brushing techniques on a stuffed dog named spot. |
The Peace Book by Todd Parr
We had a class discussion about the word peace. We read The Peace Book, by Todd Parr and then talked about things that make us feel 'peace'. We thought of ideas such as:
-cooking with grandma
-playing with a pet
-looking at the stars
-reading
-talking with a friend
-a hug
In our journal, each student drew a picture and verbally described their picture to explain what makes them feel peace.
We talked about adding details to our drawing to help the reader know what we are wanting out picture to show.
We also began adding some beginning letters to our journal. For example, if I drew stars, what letter do I think the words ssstar begins with?
We had a class discussion about the word peace. We read The Peace Book, by Todd Parr and then talked about things that make us feel 'peace'. We thought of ideas such as:
-cooking with grandma
-playing with a pet
-looking at the stars
-reading
-talking with a friend
-a hug
In our journal, each student drew a picture and verbally described their picture to explain what makes them feel peace.
We talked about adding details to our drawing to help the reader know what we are wanting out picture to show.
We also began adding some beginning letters to our journal. For example, if I drew stars, what letter do I think the words ssstar begins with?
Vet Center
Mechanic Center
Dentist math game
Letter's C and K
We worked on our new letters c and k this week. In Kindergarten, the letters c and k both make the same sound of 'ck'. We learned our new actions and songs for these letters and practiced writing these letters in our letter books.
We now know the letter sounds for the letters: s, a, t, i, p, n, c and k.
We are noticing many of the letters in words that we know the sounds of. We are able to hear beginning sounds and are beginning to sort these words and name the beginning sound.
For example: We can hear the beginning sound in words like:
-snake
-teeth
-nine
-pig
-ink
-cat
We listen for the beginning sound and name the initial letter.
Our class is doing a great job haring lots of beginning sounds when speaking, listening and in text.
We worked on our new letters c and k this week. In Kindergarten, the letters c and k both make the same sound of 'ck'. We learned our new actions and songs for these letters and practiced writing these letters in our letter books.
We now know the letter sounds for the letters: s, a, t, i, p, n, c and k.
We are noticing many of the letters in words that we know the sounds of. We are able to hear beginning sounds and are beginning to sort these words and name the beginning sound.
For example: We can hear the beginning sound in words like:
-snake
-teeth
-nine
-pig
-ink
-cat
We listen for the beginning sound and name the initial letter.
Our class is doing a great job haring lots of beginning sounds when speaking, listening and in text.
Building a Community
We took our architectural drawings for our community as described last week. Each student worked with their grade 4 buddy to turn their drawing into a 3D building. We talked about proportion, shapes, colour and design. Like an architect we worked to look closely at our drawing to replicate our ideas to create a 3D building. There was wonderful imagination put into each building. Our grade 4 buddies helped us cut out doors and windows, cover the boxes in paper, create a roof and much more.
We took our architectural drawings for our community as described last week. Each student worked with their grade 4 buddy to turn their drawing into a 3D building. We talked about proportion, shapes, colour and design. Like an architect we worked to look closely at our drawing to replicate our ideas to create a 3D building. There was wonderful imagination put into each building. Our grade 4 buddies helped us cut out doors and windows, cover the boxes in paper, create a roof and much more.
Nov 13th-17th
Math
We continued to work on number sense this week, looking closely at the numbers 1-10. We have been counting forwards and backwards beginning at different numbers.
We worked on representing and describing the numbers 1-10 as well as relating numerals to groups of objects.
We looked at two groups of objects and described which group was greater.
In our journal we looking at printing the number 1, writing the word one, drawing a picture to represent one and filling in a 10 frame.
We have learned the letters
s, a, t, p, i, and n.
We are practicing these letters and letter sounds. We are listening for letter sounds we hear and thinking of words that begin with the letters we have learned.
s, a, t, p, i, and n.
We are practicing these letters and letter sounds. We are listening for letter sounds we hear and thinking of words that begin with the letters we have learned.
Post office center
We learned about the occupation of a mail carrier this week. We talked about how letter and packages are sent all around the world and delivered by people that work at the post office, called mail carriers. We talked about the words: mail, post office, mail carrier, stamp, envelope. We then learned how to write a letter, adding details such as using the words to and from. Adding a drawing or a message inside the letters. Placing the letters in envelopes and addressing them, and adding a stamp before placing the letter in the mail box for delivery.
Below are some pictures of work happening at our mail center this week.
What does mail need:
To: _____ (and a name), who is the card for?
and have from or love at the bottom with the name of the person who wrote the card
We put the card in an envelope with the name of the person we are sending the card to on the front. We talked about how the writing on the front of the envelope tells the mail carrier where to deliver the letter/card.
The envelope goes into the mail box to be delivered by the mail carrier, or in this case Ms. Babineau!
We learned about the occupation of a mail carrier this week. We talked about how letter and packages are sent all around the world and delivered by people that work at the post office, called mail carriers. We talked about the words: mail, post office, mail carrier, stamp, envelope. We then learned how to write a letter, adding details such as using the words to and from. Adding a drawing or a message inside the letters. Placing the letters in envelopes and addressing them, and adding a stamp before placing the letter in the mail box for delivery.
Below are some pictures of work happening at our mail center this week.
What does mail need:
To: _____ (and a name), who is the card for?
and have from or love at the bottom with the name of the person who wrote the card
We put the card in an envelope with the name of the person we are sending the card to on the front. We talked about how the writing on the front of the envelope tells the mail carrier where to deliver the letter/card.
The envelope goes into the mail box to be delivered by the mail carrier, or in this case Ms. Babineau!
Dentist
We talked about the occupation of a dentist. How is a dentist and a doctor the same? different?
We talked about how we have 20 teeth, 10 on the top and 10 on the bottom. We talked about counting in math and using our finger to help us track the number as we count. Our finger helps us to touch one item at a time to keep track as we count up to 10.
At this center, students added 10 teeth to the top and 10 teeth to the bottom of their paper smile. Student counted to ensure they had 10 on the top and 10 on the bottom, or 20 all together. each child then added their own eyes and nose to their picture and filled in the sentence at the bottom writing the numeral 10.
We talked about the occupation of a dentist. How is a dentist and a doctor the same? different?
We talked about how we have 20 teeth, 10 on the top and 10 on the bottom. We talked about counting in math and using our finger to help us track the number as we count. Our finger helps us to touch one item at a time to keep track as we count up to 10.
At this center, students added 10 teeth to the top and 10 teeth to the bottom of their paper smile. Student counted to ensure they had 10 on the top and 10 on the bottom, or 20 all together. each child then added their own eyes and nose to their picture and filled in the sentence at the bottom writing the numeral 10.
Construction center and florist center
Building a Community
We began talking about what a community is this week. How our class is a community, Kindergarten is a community, our school is a community and our neighborhood is a community.
We talked about how communities work together, the same as we work together in our class. We learn together, share together and are kind to everyone in our community.
We then talked about building our own community. We first talked about all of the buildings we see in our community, such as houses, offices, stores, police and fire stations and many more.
Each student thought about what they would like to build, we brought our ideas together as a class.
With the help of volunteers, we mapped out the base of our community adding roads, grass, trees and signs.
Our next step to building was our design. We talked about the community helper job of an architect. We drew up our own blue prints of our building designs just like an architect does.
Next steps...
We will continue with our community to turn our architectural designs into 3D buildings.
We began talking about what a community is this week. How our class is a community, Kindergarten is a community, our school is a community and our neighborhood is a community.
We talked about how communities work together, the same as we work together in our class. We learn together, share together and are kind to everyone in our community.
We then talked about building our own community. We first talked about all of the buildings we see in our community, such as houses, offices, stores, police and fire stations and many more.
Each student thought about what they would like to build, we brought our ideas together as a class.
With the help of volunteers, we mapped out the base of our community adding roads, grass, trees and signs.
Our next step to building was our design. We talked about the community helper job of an architect. We drew up our own blue prints of our building designs just like an architect does.
Next steps...
We will continue with our community to turn our architectural designs into 3D buildings.
Firefighter visit
A community safety officer from the fire department came to visit our classes.
She taught us about fire safety, toys vs. tools, hot vs. not hot and much more.
She also dressed Miss. Babineau in a firefighter uniform.
A community safety officer from the fire department came to visit our classes.
She taught us about fire safety, toys vs. tools, hot vs. not hot and much more.
She also dressed Miss. Babineau in a firefighter uniform.
Nov. 6th- 10th
Literacy
We learned the letters p and n this week!
We have learned the letters s, a, t, i, p and n. We looked at the letter name, letter sound and letter formation of each of these letters. We continued to talk about how each of these letters make sounds, and we put these sounds together to make words.
We looked at the letter sounds we know "s, a and t' and discovered we can read the words 'at' and 'sat', we know all of the letter sounds!
We said each letter sound for the letter 's, a, t' and the put them together to read 'sat' !
We know all of the letter sounds for other words such as pan, sit and pat. During center time we are listening for letter sounds we know in text, and conversations. We are beginning to make connections when hearing these letter sounds in words. For example, some children recognize letters sounds from their siblings names, or the ask about 'sssnack' and hear the 'sss' sound.
Practice the letters sounds at home for each of these letters. s, a, t, i, p and n.
We learned an action and a song for each letter sound.
We learned the letters p and n this week!
We have learned the letters s, a, t, i, p and n. We looked at the letter name, letter sound and letter formation of each of these letters. We continued to talk about how each of these letters make sounds, and we put these sounds together to make words.
We looked at the letter sounds we know "s, a and t' and discovered we can read the words 'at' and 'sat', we know all of the letter sounds!
We said each letter sound for the letter 's, a, t' and the put them together to read 'sat' !
We know all of the letter sounds for other words such as pan, sit and pat. During center time we are listening for letter sounds we know in text, and conversations. We are beginning to make connections when hearing these letter sounds in words. For example, some children recognize letters sounds from their siblings names, or the ask about 'sssnack' and hear the 'sss' sound.
Practice the letters sounds at home for each of these letters. s, a, t, i, p and n.
We learned an action and a song for each letter sound.
Community Helpers
We began talking about community helpers. We focused on the job of a doctor this week. We discussed that doctors help people when they are sick or hurt. We learned how to use our new doctor center. At our doctor center we have a waiting room for patients, a reception; where the receptionist works, and an area for the patients, nurses and doctors.
When a patients comes to see the doctor, the receptionist asks the patient the reason for their visit and writes their name in the doctor book. The receptionist also notes where the patient is hurt. The receptionist let the doctors and nurses know who has arrived and the doctor lets them know they are ready to see the patient.
The nurse and doctor work together to help the patient feel better.
The doctor may write a note about medicine the patients needs to help them feel better. The doctor and nurses communicate with the patient and use tools a doctor may use to help their patient.
Words:
Doctor
Nurse
Receptionist
Stethoscope
Eye exam
medicine
bandage
patient
We also have many new wonderful books in out reading corner to help us learn all about jobs in our neighborhood and what these jobs entail.
We began talking about community helpers. We focused on the job of a doctor this week. We discussed that doctors help people when they are sick or hurt. We learned how to use our new doctor center. At our doctor center we have a waiting room for patients, a reception; where the receptionist works, and an area for the patients, nurses and doctors.
When a patients comes to see the doctor, the receptionist asks the patient the reason for their visit and writes their name in the doctor book. The receptionist also notes where the patient is hurt. The receptionist let the doctors and nurses know who has arrived and the doctor lets them know they are ready to see the patient.
The nurse and doctor work together to help the patient feel better.
The doctor may write a note about medicine the patients needs to help them feel better. The doctor and nurses communicate with the patient and use tools a doctor may use to help their patient.
Words:
Doctor
Nurse
Receptionist
Stethoscope
Eye exam
medicine
bandage
patient
We also have many new wonderful books in out reading corner to help us learn all about jobs in our neighborhood and what these jobs entail.
We have also opened a grocery store in our classroom.
We have a till where two students work to scan the food and run the cash register. We also have people shopping at the grocery store, we make shopping lists, shop for different items and then go to the checkout to pay for our groceries. We have a very expensive grocery store including milk selling for over $20 a carton :).
We have a till where two students work to scan the food and run the cash register. We also have people shopping at the grocery store, we make shopping lists, shop for different items and then go to the checkout to pay for our groceries. We have a very expensive grocery store including milk selling for over $20 a carton :).
Our block center has been turned into a construction site. We talked about the jobs on a construction site and the many things that are built around our community. We have had many things being built in the classroom including, houses, ramps, roads, towers and submarines.
Students use tools to help them with their job including levels, wrenches, screw drivers, nuts and bolts, tape measures and safety glasses.
Students use tools to help them with their job including levels, wrenches, screw drivers, nuts and bolts, tape measures and safety glasses.
We had a police officer visit our school this week.
The police officer shared information about her job.
We learned about a police uniform, the tools police officers used and the many jobs police officers do around our community.
We learned that a police officer helps people and helps keep our community safe.
We then had a chance to ask questions about the job of a police officer.
The police officer shared information about her job.
We learned about a police uniform, the tools police officers used and the many jobs police officers do around our community.
We learned that a police officer helps people and helps keep our community safe.
We then had a chance to ask questions about the job of a police officer.
X-ray
This week we also talked about an x-ray as part of our discussions around the occupations of nurses and doctors. We learned that an x-ray is a large camera that takes pictures of our bones. We looked at real pictures of x-rays. We saw the bones in fingers and arms.
Each child had their hand traced, and then added the bones to their hand and wrist to complete their x-ray. Each student wrote x-ray and their name (in Kindergarten printing) on their x-ray.
This week we also talked about an x-ray as part of our discussions around the occupations of nurses and doctors. We learned that an x-ray is a large camera that takes pictures of our bones. We looked at real pictures of x-rays. We saw the bones in fingers and arms.
Each child had their hand traced, and then added the bones to their hand and wrist to complete their x-ray. Each student wrote x-ray and their name (in Kindergarten printing) on their x-ray.
Owl discussions
Oct. 30th- Nov. 3rd
Pumpkins
We opened up our pumpkins and explored what was inside. Some children said 'eww' and some said 'awesome'. We noticed there was lots to pull and scrape out and we found an number of seeds inside. We used our hands and spoons to pull everything out of the pumpkins. In the AM class our class worked to carve pumpkins during centers. In our PM class we voted and carved a pumpkin as a group. All of the pumpkins turned out great! Our class loved looking and and talking about the pumpkins, what was inside and the faces carved into them.
We opened up our pumpkins and explored what was inside. Some children said 'eww' and some said 'awesome'. We noticed there was lots to pull and scrape out and we found an number of seeds inside. We used our hands and spoons to pull everything out of the pumpkins. In the AM class our class worked to carve pumpkins during centers. In our PM class we voted and carved a pumpkin as a group. All of the pumpkins turned out great! Our class loved looking and and talking about the pumpkins, what was inside and the faces carved into them.
We continued to work on patterns in math. Each student made a sticker pattern this week. They choose to make any pattern they would like using blue, green, white, yellow and red stickers.
We had many different patterns including:
AB patterns
ABC patterns
AAB patterns
ABB patterns
AABB patterns and,
ABCD patterns.
We have also been making patterns with other items in the classroom and noticing patterns we can make with clothes we are wearing, shoes we are wearing and much more.
On Halloween we made patterns with our costumes such as superhero, cat, superhero, cat...
We had many different patterns including:
AB patterns
ABC patterns
AAB patterns
ABB patterns
AABB patterns and,
ABCD patterns.
We have also been making patterns with other items in the classroom and noticing patterns we can make with clothes we are wearing, shoes we are wearing and much more.
On Halloween we made patterns with our costumes such as superhero, cat, superhero, cat...
Bead patterns on Halloween
Journals
Our class was very excited about their Halloween costumes. They were talking to peers about the colours, what they were wearing and the special accessories that went with some costumes.
After partner sharing at circle time, each student drew a picture of themselves in their Halloween costume in their journal.
Our class was very excited about their Halloween costumes. They were talking to peers about the colours, what they were wearing and the special accessories that went with some costumes.
After partner sharing at circle time, each student drew a picture of themselves in their Halloween costume in their journal.
Letter P
We have now learned the letters
s, a, t and i.
Please review these letter names and sounds at home. It is also great to practice printing these letters.
We have been talking about words and thinking what letter sound we hear at the beginning of words.
We have also been choosing a letter and trying to think of words that begin with that letter.
We have now learned the letters
s, a, t and i.
Please review these letter names and sounds at home. It is also great to practice printing these letters.
We have been talking about words and thinking what letter sound we hear at the beginning of words.
We have also been choosing a letter and trying to think of words that begin with that letter.
Journals
We concluded our owls unit. We talked about all of the things we learned about owls.
Their eyes and ears.
How they eat, what they eat. Regurgitation and pellets.
We talked about owls homes, and where they live.
We talked about their wings and how they fly.
In our journals each students used pictures and some letters to teach Miss. Babineau one thing they know about owls. Some students drew an owl flying, other drew owlets, others drew an owls talons, and other drew owl eating or regurgitating a pellet.
We concluded our owls unit. We talked about all of the things we learned about owls.
Their eyes and ears.
How they eat, what they eat. Regurgitation and pellets.
We talked about owls homes, and where they live.
We talked about their wings and how they fly.
In our journals each students used pictures and some letters to teach Miss. Babineau one thing they know about owls. Some students drew an owl flying, other drew owlets, others drew an owls talons, and other drew owl eating or regurgitating a pellet.
Oct. 23rd- 27th
Owls
This week we had a lot of great discussions, observations and questions when learning about owls. We began by talking about the parts of an owl. We learned the vocabulary:
beak
eyes
wings
feathers and
talons
We then began talking about owl eyes. We learned that owl cannot move their eyes like we can to see beside us. Owls need to turn their whole head to look around them. We practiced this as a class! One person in our class brought up the idea that owls are awake at night, we talked about the word nocturnal. We then talked about the large size of the owls eyes help them to see well at night time.
We also asked the question, what do owls eat?
We learned that owls do not have teeth like a person does. owls swallow their food and then regurgitate a pellet.
After talking about all of the parts of an owl, we did a directed drawing of an owl at center time.
Posted below is also a video that our class really loved. A camera was put by an owl nest and some curious owlets came to see what is was.
This week we had a lot of great discussions, observations and questions when learning about owls. We began by talking about the parts of an owl. We learned the vocabulary:
beak
eyes
wings
feathers and
talons
We then began talking about owl eyes. We learned that owl cannot move their eyes like we can to see beside us. Owls need to turn their whole head to look around them. We practiced this as a class! One person in our class brought up the idea that owls are awake at night, we talked about the word nocturnal. We then talked about the large size of the owls eyes help them to see well at night time.
We also asked the question, what do owls eat?
We learned that owls do not have teeth like a person does. owls swallow their food and then regurgitate a pellet.
After talking about all of the parts of an owl, we did a directed drawing of an owl at center time.
Posted below is also a video that our class really loved. A camera was put by an owl nest and some curious owlets came to see what is was.
Letter T
We learned that the letter T says "t, t, t". We talked about our action for the letter T, our head moves back and forth as if we were watching a tennis game. We worked in our letter books to practice printing a lower case letter t. We also reviewed writing the lower case letters 's' and 'a'. Ask your child what sound the letter s, a and t make!
We learned that the letter T says "t, t, t". We talked about our action for the letter T, our head moves back and forth as if we were watching a tennis game. We worked in our letter books to practice printing a lower case letter t. We also reviewed writing the lower case letters 's' and 'a'. Ask your child what sound the letter s, a and t make!
Pumpkin faces
As a class we tired to figure out how to make the colour orange. There were many guesses of colours that we could mix together. We watched the story Mouse Paint and we discovered that red + yellow = orange. At center time each of us were able to try this experiment for ourselves. A squirt of yellow and red paint was put onto finger paint paper and each child mixed the colours together with their hands to turn the whole page orange!
Our orange paper was then used to create our very own pumpkin faces. Each child designed their own face using various colours and sizes of paper. Students used scissors to cut paper into the shapes they wanted for eyes, a nose and a mouth and glued these pieces onto their orange pumpkin to design a face.
Our pumpkins our so wonderfully different and include very thoughtful details such as eye lashes, eyebrows, ears and hair. Some pumpkins are meant to be scary, others cute or silly.
As a class we tired to figure out how to make the colour orange. There were many guesses of colours that we could mix together. We watched the story Mouse Paint and we discovered that red + yellow = orange. At center time each of us were able to try this experiment for ourselves. A squirt of yellow and red paint was put onto finger paint paper and each child mixed the colours together with their hands to turn the whole page orange!
Our orange paper was then used to create our very own pumpkin faces. Each child designed their own face using various colours and sizes of paper. Students used scissors to cut paper into the shapes they wanted for eyes, a nose and a mouth and glued these pieces onto their orange pumpkin to design a face.
Our pumpkins our so wonderfully different and include very thoughtful details such as eye lashes, eyebrows, ears and hair. Some pumpkins are meant to be scary, others cute or silly.
Pumpkins
Math
We continued to look at patterns this week. We each designed our own silly socks in a coloured pattern.
We have also been continuing to talk about the numbers 1-10. We looked at how many letters we have in our name and put our names into a 10 frame. For our new citizen of the day, we put our citizen of the day's name in the 10 frame and look at it together.
We continued to look at patterns this week. We each designed our own silly socks in a coloured pattern.
We have also been continuing to talk about the numbers 1-10. We looked at how many letters we have in our name and put our names into a 10 frame. For our new citizen of the day, we put our citizen of the day's name in the 10 frame and look at it together.
Oct. 17th-20th
Pumpkins
While reading the story Pumpkin Town by Katie Mcky we talked making predictions while reading. We made predictions about what would happen next in the story. The story gave us clues to make a good guess as to what might occur in the story. We learned that it is important to listen to our friends ideas because they might have some predictions that are different from our own.
We also made predictions at the end of this story because the story leaves room for imagination with it's conclusion.
We talked about parts of the story as well. In our journals we showed our learning individually when we drew a picture of our favourite of the story. Each student then explained their drawing verbally.
While reading the story Pumpkin Town by Katie Mcky we talked making predictions while reading. We made predictions about what would happen next in the story. The story gave us clues to make a good guess as to what might occur in the story. We learned that it is important to listen to our friends ideas because they might have some predictions that are different from our own.
We also made predictions at the end of this story because the story leaves room for imagination with it's conclusion.
We talked about parts of the story as well. In our journals we showed our learning individually when we drew a picture of our favourite of the story. Each student then explained their drawing verbally.
5 Little Pumpkins
Partner math game
We talked about how to ask others to play, how to take turns and work together. At this math game center, Kindergarten worked in partners to try and fill the whole pumpkin. Students took turns rolling the big dice, they said the number they rolled and placed a block to cover that number. They then handed the dice to their partner and it was their turn to roll the dice. We had great team work in our class and partners that supported each other in counting and finding some of the numbers. We will continue this game next week and work with different people in our class.
We talked about how to ask others to play, how to take turns and work together. At this math game center, Kindergarten worked in partners to try and fill the whole pumpkin. Students took turns rolling the big dice, they said the number they rolled and placed a block to cover that number. They then handed the dice to their partner and it was their turn to roll the dice. We had great team work in our class and partners that supported each other in counting and finding some of the numbers. We will continue this game next week and work with different people in our class.
Felt Faces
We talked about what features you would need to add when creating a felt face. The same way we draw all of our features when drawing people. We talked about how different materials could be used in many different ways to add details and features to our felt faces. It was great to see the creativity and uniqueness of each felt face.
We talked about what features you would need to add when creating a felt face. The same way we draw all of our features when drawing people. We talked about how different materials could be used in many different ways to add details and features to our felt faces. It was great to see the creativity and uniqueness of each felt face.
Letter A
We learned our next letter this week. We learned the letter A. We learned the letter name, letter sound, and how to print the letter. We learned our letter A Jolly Phonics song and thought of words that begin with the letter A.
At center time we practiced printing the letter A. In our letter books we also looked at four pictures and circled which one begins with the letter A. It helped when we stretched the word out slowly and listened for the first sound that we hear.
Take a look around your home and see if you can find items that begin with the letters s and a.
We learned our next letter this week. We learned the letter A. We learned the letter name, letter sound, and how to print the letter. We learned our letter A Jolly Phonics song and thought of words that begin with the letter A.
At center time we practiced printing the letter A. In our letter books we also looked at four pictures and circled which one begins with the letter A. It helped when we stretched the word out slowly and listened for the first sound that we hear.
Take a look around your home and see if you can find items that begin with the letters s and a.
Owls
We began talking about owls this week. Next week will continue learning all about owls. We read a story called Owl Babies. We learned that owl babies are called owlets that owls are nocturnal.
On the first day we made paper that we were going to use for trees. We used paint, paint brushes, tooth brushes, forks and our fingers to make the paper.
On the next day we built trees by ripping the paper to create a trunk and tree branches for the owls to sit on.
We added our owls onto our tree and gave each owl two eyes and a beak.
Lastly, we cut out a moon and put in the sky to complete our night time scene.
We began talking about owls this week. Next week will continue learning all about owls. We read a story called Owl Babies. We learned that owl babies are called owlets that owls are nocturnal.
On the first day we made paper that we were going to use for trees. We used paint, paint brushes, tooth brushes, forks and our fingers to make the paper.
On the next day we built trees by ripping the paper to create a trunk and tree branches for the owls to sit on.
We added our owls onto our tree and gave each owl two eyes and a beak.
Lastly, we cut out a moon and put in the sky to complete our night time scene.
Buddies
We visited our grade 4 buddies.
We made spiders with our buddies. We talked about one to one correspondence and about printing our numbers. We each made a spider with our buddies with 8 legs and printed the numbers 1-8.
We visited our grade 4 buddies.
We made spiders with our buddies. We talked about one to one correspondence and about printing our numbers. We each made a spider with our buddies with 8 legs and printed the numbers 1-8.
October 10th-13th
Pumpkins
We talked about the lifecycle of a pumpkin. How do pumpkins grow? We watched a video and discussed what was happening and predicted what would come next. We noticed that after the pumpkin seed was planted it needed sun and water to grow. We saw ta sprout and then a flower grew on the vine. Next, a small green pumpkin started to grow. Lastly, we saw a larger orange pumpkin. We each coloured the lifecycle of a pumpkin and put the stages in order (sequencing). We glued our sequence on a headband to wear home.
Words:
grow
seed
sprout
flower
pumpkin
pumpkin patch
We also made our own pattern pumpkins using different colours.
We talked about the lifecycle of a pumpkin. How do pumpkins grow? We watched a video and discussed what was happening and predicted what would come next. We noticed that after the pumpkin seed was planted it needed sun and water to grow. We saw ta sprout and then a flower grew on the vine. Next, a small green pumpkin started to grow. Lastly, we saw a larger orange pumpkin. We each coloured the lifecycle of a pumpkin and put the stages in order (sequencing). We glued our sequence on a headband to wear home.
Words:
grow
seed
sprout
flower
pumpkin
pumpkin patch
We also made our own pattern pumpkins using different colours.
Numbers
We have continued to talk about the numbers 1-10. We are working on one to one correspondence by using our finger to track as we count one 'item' for each number that we say.
At this center, students added the correct number of rings to each numeral written at the top. We saw the link chains get longer and longer as the number increased.
We have continued to talk about the numbers 1-10. We are working on one to one correspondence by using our finger to track as we count one 'item' for each number that we say.
At this center, students added the correct number of rings to each numeral written at the top. We saw the link chains get longer and longer as the number increased.
Pastel Names
We are continue to practice printing our names in "Kindergarten printing" i.e. (Lynley) not (LYNLEY). We are noticing the difference between upper and lower case letters.
For our pastel names we wrote our name in Kindergarten printing and then traced over our printing with pastels. We then painted over our printing and watch the pastel colour pop through!
We are continue to practice printing our names in "Kindergarten printing" i.e. (Lynley) not (LYNLEY). We are noticing the difference between upper and lower case letters.
For our pastel names we wrote our name in Kindergarten printing and then traced over our printing with pastels. We then painted over our printing and watch the pastel colour pop through!
The Letter S
We began our literacy program this week, starting with the letter 's'. Each letter we learn has a song and action to help us remember the letter and sound. We read a story filled with 's' words and tried to find them all! We then looked at what an 's' looks like and practiced drawing the snake action in the air and saying 'ssssss'. We brainstormed many words beginning with the letter 's'. We learned that 's' says 'sssssss'. At center time everyone completed their letter book, printing the letter 's' and figuring out which pictures begin with the letter 's'.
Our action for the letter 's' is to make the shape of an s with your finger in the air, while saying the sound 's' makes 'ssssss'.
We continued to listen for the 'sss' sound at snack time. We checked out our snack boxes and found some more 's' words! We found: strawberries, sandwiches and a strawberry applesauce. Our class thought of many more words throughout the day, hearing them when they were talking with classmates and finding them in our room. For example, we found the work skunk printed on our alphabet wall, the words "six" and "seven" next to our numbers and the words "Saturday" and "Sunday" on or calendar. This is a great activity to practice at home as well. See what other words your child can find or hear that begin with the letter s.
We began our literacy program this week, starting with the letter 's'. Each letter we learn has a song and action to help us remember the letter and sound. We read a story filled with 's' words and tried to find them all! We then looked at what an 's' looks like and practiced drawing the snake action in the air and saying 'ssssss'. We brainstormed many words beginning with the letter 's'. We learned that 's' says 'sssssss'. At center time everyone completed their letter book, printing the letter 's' and figuring out which pictures begin with the letter 's'.
Our action for the letter 's' is to make the shape of an s with your finger in the air, while saying the sound 's' makes 'ssssss'.
We continued to listen for the 'sss' sound at snack time. We checked out our snack boxes and found some more 's' words! We found: strawberries, sandwiches and a strawberry applesauce. Our class thought of many more words throughout the day, hearing them when they were talking with classmates and finding them in our room. For example, we found the work skunk printed on our alphabet wall, the words "six" and "seven" next to our numbers and the words "Saturday" and "Sunday" on or calendar. This is a great activity to practice at home as well. See what other words your child can find or hear that begin with the letter s.
October 2nd- 6th
Apples
Below are some pictures about our discussions around apples.
We also did an apple tasting last week. We each tasted three kinds of apples and voted for our favourite.
Below are some pictures about our discussions around apples.
We also did an apple tasting last week. We each tasted three kinds of apples and voted for our favourite.
Leaves
We continued to talk about the changing season. We looked closely at different leaves. We did leaf rubbings and practiced our fine motor skills cutting out our leaf.
We also played a math game called roll a leaf. The page had many leaves on it with numerals. Students rolled the dice and coloured in a leaf to match the number they rolled.
We talked about the numerals 1-10. We talked about how to print numbers starting at the top. Each student completed a sheet called 'how many leaves?'. Students used their finger to count the leaves and and wrote the numeral to match.
We also talked about all kinds of lines. We talked about how there are different types of lines like in the letters in the alphabet. We looked at the lines in the fall trees. Each student drew a tree usning pastels and then added fall leaves with paint.
We continued to talk about the changing season. We looked closely at different leaves. We did leaf rubbings and practiced our fine motor skills cutting out our leaf.
We also played a math game called roll a leaf. The page had many leaves on it with numerals. Students rolled the dice and coloured in a leaf to match the number they rolled.
We talked about the numerals 1-10. We talked about how to print numbers starting at the top. Each student completed a sheet called 'how many leaves?'. Students used their finger to count the leaves and and wrote the numeral to match.
We also talked about all kinds of lines. We talked about how there are different types of lines like in the letters in the alphabet. We looked at the lines in the fall trees. Each student drew a tree usning pastels and then added fall leaves with paint.
Mat Man
We have been talking about drawing a person. We need to make sure our people have all the things they need: eyes, ears, hands ect.
While listening to the mat man song, each person in our class had a piece of mat man. We collaborated as a class to build the mat man in the picture. Each person in the class had an important part in this process.
After talking about how to draw a person. We drew our own self portraits in our journal, remembering to add all of the pieces of mat man. We made our self portraits unique to us, noting our hair colour, eye colour, what we happened to be wearing that day.
Mat man was also put out as a center and many people in our class chose to work in groups to build mat man during center time.
We have been talking about drawing a person. We need to make sure our people have all the things they need: eyes, ears, hands ect.
While listening to the mat man song, each person in our class had a piece of mat man. We collaborated as a class to build the mat man in the picture. Each person in the class had an important part in this process.
After talking about how to draw a person. We drew our own self portraits in our journal, remembering to add all of the pieces of mat man. We made our self portraits unique to us, noting our hair colour, eye colour, what we happened to be wearing that day.
Mat man was also put out as a center and many people in our class chose to work in groups to build mat man during center time.
What am I thankful for?
We talked about what we are thankful for in partners and as a class. We drew one thing that we were thankful for in our journals?
We talked about what we are thankful for in partners and as a class. We drew one thing that we were thankful for in our journals?
Busy Hands
Letter Sound Song
We were talking about the letters in our names. We looked for the first letter of our names in the letter sound song.
We were talking about the letters in our names. We looked for the first letter of our names in the letter sound song.
September 25th-29th
Apples
We continued to talk about apples this week. Below are images of some of our work with apples this week.
We learned an apple poem, sung to the tune of BINGO.
We talked about the numbers 1-10 and representing each of these numbers in a 10 frame.
We looked at numbers on dice. At this center, students rolled a dice and identified the number. Students then looked at the apples to find a matching number and coloured in that apple. Students rolled the dice until until they had coloured every apple.
We continued to talk about apples this week. Below are images of some of our work with apples this week.
We learned an apple poem, sung to the tune of BINGO.
We talked about the numbers 1-10 and representing each of these numbers in a 10 frame.
We looked at numbers on dice. At this center, students rolled a dice and identified the number. Students then looked at the apples to find a matching number and coloured in that apple. Students rolled the dice until until they had coloured every apple.
We looked at the apples brought into our classroom.
We talked about what the word 'sorting' means. We thought about how we could sort our apples. We also saw that we could make patterns with our apples.
Examples:
Red, green, red, green, red, green
Green, green, red, red, green, green, red, red
Half, whole, half, whole, half
What other patterns can you see around you?
We talked about what the word 'sorting' means. We thought about how we could sort our apples. We also saw that we could make patterns with our apples.
Examples:
Red, green, red, green, red, green
Green, green, red, red, green, green, red, red
Half, whole, half, whole, half
What other patterns can you see around you?
Yarn Alphabet
We looked at our class alphabet and decided to make our own. We traced over the letters with glue and then manipulated the yarn to form each letter. We noticed that some letter have straight lines, some letters have curved lines and some letter have both.
Think about the letters in your name; what kind of lines to you have?
We looked at our class alphabet and decided to make our own. We traced over the letters with glue and then manipulated the yarn to form each letter. We noticed that some letter have straight lines, some letters have curved lines and some letter have both.
Think about the letters in your name; what kind of lines to you have?
Fall
We went outside and looked for signs of fall. We collected leaves to bring back into our classroom.
We went outside and looked for signs of fall. We collected leaves to bring back into our classroom.
We observed the colour and details of the leaves we colllected. We talked about how to draw a leaf looking for details like a scientist. We each chose a leaf to draw and paint with watercolour paint. We focused on shape, detail and colour.
Soccer
We began soccer in physical education this week. We talked about dribbling and passing. We practiced using the inside of both feet, keeping the ball under control and using little kicks to move around the gym.
We began soccer in physical education this week. We talked about dribbling and passing. We practiced using the inside of both feet, keeping the ball under control and using little kicks to move around the gym.
Below are some other centers that we worked at this week.
September 18th- 21st
Above is an image out our completed collaborative 'dot' for Dot Day.
Below is an image of some of the books we read as a class thus far.
Below is an image of some of the books we read as a class thus far.
Patterns
As part of the math curriculum we began talking about patterns. We are identifying, reproducing, creating and extending patterns. We have made patterns with markers, with connecting blocks, with coloured pebbles and fall pieces (manipulatives).
As part of the math curriculum we began talking about patterns. We are identifying, reproducing, creating and extending patterns. We have made patterns with markers, with connecting blocks, with coloured pebbles and fall pieces (manipulatives).
We have talked about:
an "AB pattern" such as blue, red, blue, red.. or square, circle, square, circle...
and an "ABC pattern" such as red, blur, green, red, blue, green... or square, circle, triangle, square, circle, triangle...
an "AB pattern" such as blue, red, blue, red.. or square, circle, square, circle...
and an "ABC pattern" such as red, blur, green, red, blue, green... or square, circle, triangle, square, circle, triangle...
Apples
We began talking about apples this week. We are going to continue to work with apples next week as well as begin talking about fall.
After reading 'Ten Apples Up On Top' by Theo LeSieg, we talked about "what is a pattern?". After making examples of patterns using items in the room and ourselves each child created their own pattern using 10 coloured apple shapes. Students glued the apples on top of a photo of themselves as if they were balancing the apples on their head as the characters in the story did. Students counted the apples shapes to ensure they had 10 apples while building their pattern.
We began talking about apples this week. We are going to continue to work with apples next week as well as begin talking about fall.
After reading 'Ten Apples Up On Top' by Theo LeSieg, we talked about "what is a pattern?". After making examples of patterns using items in the room and ourselves each child created their own pattern using 10 coloured apple shapes. Students glued the apples on top of a photo of themselves as if they were balancing the apples on their head as the characters in the story did. Students counted the apples shapes to ensure they had 10 apples while building their pattern.
We talked about sequencing this week. In relation to story telling we talked about the order of events that occur in books as well as other events. We created our own sequences with apples. Students put four parts of the sequence in order to show how an apple is eaten.
Busy Hands
'Busy hands' are fine motor toys and puzzles that students work together in engaging with. Busy hands are rotated with many different activities relating to current learning.
'Busy hands' are fine motor toys and puzzles that students work together in engaging with. Busy hands are rotated with many different activities relating to current learning.
Physical Education
We began talking about movement and body awareness in the gym. We worked on different movement skills such as walking, skipping, galloping and running.
We played a game of noodle tag this week.
We began talking about movement and body awareness in the gym. We worked on different movement skills such as walking, skipping, galloping and running.
We played a game of noodle tag this week.
Terry Fox Run
On Thursday we had a wonderful day with the AM and PM Kindergarten classes. We participated in the Terry Fox Run after our school assembly. We had a special center time with the curtain open between our Kindergarten classes. Students worked at centers with both classes and in both classrooms. We also met our grade 4 buddies that we will be working with this year.
On Thursday we had a wonderful day with the AM and PM Kindergarten classes. We participated in the Terry Fox Run after our school assembly. We had a special center time with the curtain open between our Kindergarten classes. Students worked at centers with both classes and in both classrooms. We also met our grade 4 buddies that we will be working with this year.
Kindergarten 2017- 2018
Welcome
Our first week of school has been very exciting.
We are learning to:
- get ready for the day independently. (locating name hook, hanging belongings, handing in folders and information from home and putting on school shoes)
-recognize and print our name in Kindergarten printing. We will be writing our name with a capital first letter and lower case letters following. This would be great to practice at home as well. Our names will be printed as (Lynley) not (LYNLEY).
-Get to know each other! Spending time talking and working with many different classmates during center time. Using language to build our classroom community such as asking others to play and asking questions.
-Get ready for home at the end of school independently (put on and zip up jacket, put items in backpack and put on outdoor shoes)
Our first week of school has been very exciting.
We are learning to:
- get ready for the day independently. (locating name hook, hanging belongings, handing in folders and information from home and putting on school shoes)
-recognize and print our name in Kindergarten printing. We will be writing our name with a capital first letter and lower case letters following. This would be great to practice at home as well. Our names will be printed as (Lynley) not (LYNLEY).
-Get to know each other! Spending time talking and working with many different classmates during center time. Using language to build our classroom community such as asking others to play and asking questions.
-Get ready for home at the end of school independently (put on and zip up jacket, put items in backpack and put on outdoor shoes)
September 11th-15th
Names
We have been practicing recognizing and printing our names. Below our pictures of of two of our name activities. In the first activity we used q-tips and paint to trace our names using dots. We also built our own puzzle names. Our names were cut into pieces and we rearranged the letters into the correct order and glued them onto paper. We then practiced printing our names looking at the puzzle we had built.
We have been practicing recognizing and printing our names. Below our pictures of of two of our name activities. In the first activity we used q-tips and paint to trace our names using dots. We also built our own puzzle names. Our names were cut into pieces and we rearranged the letters into the correct order and glued them onto paper. We then practiced printing our names looking at the puzzle we had built.
Dot Day
For Dot Day we read the the story The Dot by Peter H. Reynolds. We each created our own dot by drawing 3 circles of different sizes with pastels. We then painted in our dots with different colours. We talked about how we are artists in our class. Our dots will be displayed on our bulletin board creating one collaborative dot.
For Dot Day we read the the story The Dot by Peter H. Reynolds. We each created our own dot by drawing 3 circles of different sizes with pastels. We then painted in our dots with different colours. We talked about how we are artists in our class. Our dots will be displayed on our bulletin board creating one collaborative dot.
Other Centers
2016/2017 Kindergarten
June 12th- 16th
Fish Creek Field Trip
We had a fantastic time at Fish Creek Park. Thank you so much to all of our wonderful volunteers that joined us in the AM and PM Kindergarten classes. We would not be able to go on these wonderful trips without you!
We had a great time exploring nature. We saw many wonderful things. We explored, took pictures and discussed what we saw.
Each group worked to make 10 while in Fish Creek Park. Groups of 10 can look very different depending on if they found 10 pebbles or 10 trees.
Each group also went on a scavenger hunt. They worked as a team to find and draw many things on the list such as: something that makes noise, something shapes like a can, something rough and something that you think is a treasure.
We had a fantastic time at Fish Creek Park. Thank you so much to all of our wonderful volunteers that joined us in the AM and PM Kindergarten classes. We would not be able to go on these wonderful trips without you!
We had a great time exploring nature. We saw many wonderful things. We explored, took pictures and discussed what we saw.
Each group worked to make 10 while in Fish Creek Park. Groups of 10 can look very different depending on if they found 10 pebbles or 10 trees.
Each group also went on a scavenger hunt. They worked as a team to find and draw many things on the list such as: something that makes noise, something shapes like a can, something rough and something that you think is a treasure.
Caterpillars and Butterflies
We had butterflies emerge from our chrysalises this week! It was so exciting to watch them fly around in their butterfly home. Our class loved watching them and talking about the details they saw on the butterflies wings, what the butterflies were doing and when the next butterfly might some out of it's chrysalis.
We made wings for our catterpillars we had previously made.
We also completed a caterpillar math activity.
We had butterflies emerge from our chrysalises this week! It was so exciting to watch them fly around in their butterfly home. Our class loved watching them and talking about the details they saw on the butterflies wings, what the butterflies were doing and when the next butterfly might some out of it's chrysalis.
We made wings for our catterpillars we had previously made.
We also completed a caterpillar math activity.
June 5th -9th
Math
We completed butterfly math looking at representing and combining numbers.
We also talked more about patterns. We described, extended and created 3 plus attribute patterns.
We completed butterfly math looking at representing and combining numbers.
We also talked more about patterns. We described, extended and created 3 plus attribute patterns.
Airport
Our dramatic play house center was transformed into an airport this. We visited many unique travel destinations though this ariline. Children took on roles as pilots, airport staff, reception, baggage claim and passengers. Students communicated with each other so they could fll out a boarding pass and a passport using their letter sounds before boarding the plane.
Our dramatic play house center was transformed into an airport this. We visited many unique travel destinations though this ariline. Children took on roles as pilots, airport staff, reception, baggage claim and passengers. Students communicated with each other so they could fll out a boarding pass and a passport using their letter sounds before boarding the plane.
Centers
Some of our other centers this week included. Measuring with water, collaborating with musical instruments and using baking materials with playdough.
Some of our other centers this week included. Measuring with water, collaborating with musical instruments and using baking materials with playdough.
Insects
We watched our caterpillars form chrysalises this week. We made or own chrysalises to put our previously made caterpillars into.
We also continued to talk about insects this week. We made out own ants but cutting out three body parts, drawing 6 legs and antennae and then labelling the parts of an ant.
We watched our caterpillars form chrysalises this week. We made or own chrysalises to put our previously made caterpillars into.
We also continued to talk about insects this week. We made out own ants but cutting out three body parts, drawing 6 legs and antennae and then labelling the parts of an ant.
May 29th - June 2nd
Safety Day
On safety day we talked about hand washing with a visit from our school nurse. We also participated in pedestrian and playground safety.
On safety day we talked about hand washing with a visit from our school nurse. We also participated in pedestrian and playground safety.
Measuring
We continued measuring in math this week. We measured our shoes! We each traced the outline of our shoe into the box and measured our shoe with two different non standard unit of measure. We measured our show outline with both snap cubes and links. We practiced using the rules of measure that we talked about last week to ensure we had the correct number.
We continued measuring in math this week. We measured our shoes! We each traced the outline of our shoe into the box and measured our shoe with two different non standard unit of measure. We measured our show outline with both snap cubes and links. We practiced using the rules of measure that we talked about last week to ensure we had the correct number.
Caterpillars
Our caterpillars have grown a lot. They are much bigger than when they first arrived. We are very excited to look at them everyday and note any changes or similarities. Our class enjoys watching them move and climb.
We talked about new describing words to complete the second page in our butterfly observation book. We noted that they were bigger, they were now colored differently, We also talked about the words molt and larva.
Our caterpillars have grown a lot. They are much bigger than when they first arrived. We are very excited to look at them everyday and note any changes or similarities. Our class enjoys watching them move and climb.
We talked about new describing words to complete the second page in our butterfly observation book. We noted that they were bigger, they were now colored differently, We also talked about the words molt and larva.
Other centers
Roll a Kindergarten word
sand
big books
Roll a Kindergarten word
sand
big books
Journals
In our journals this week we talked about and looked at pictures of a number of things we have completed over the year. Each student draw and wrote about one of their favourite memory, center or thing they learned. We talked about using our Kindergarten sight words to build sentences and sounding words out slowly to write down the letter sounds we hear.
In our journals this week we talked about and looked at pictures of a number of things we have completed over the year. Each student draw and wrote about one of their favourite memory, center or thing they learned. We talked about using our Kindergarten sight words to build sentences and sounding words out slowly to write down the letter sounds we hear.
May 22nd-26th
Measuring
We looked at measuring in math this week. Below is our 'rules of measuring'. We learned that there are many items we can use to measure. We each measured a length, width or height'
how tall is teddy?
how wide is the door?
how high is the castle?
We looked at measuring in math this week. Below is our 'rules of measuring'. We learned that there are many items we can use to measure. We each measured a length, width or height'
how tall is teddy?
how wide is the door?
how high is the castle?
Predictions
We watched the story the Knuffle Bunny on our smartboard. It is a wonderful story linked below if you and your child would like to watch it again to discuss the characters, setting, what happened in the story and the predictions that were made in class.
We watched the story until the family was in the laundry mat looking for the missing stuffed bunny. The dad looked in the washing machine but the bunny was not there. I stopped the video at this point. We then talked about making predictions when reading stories.
In our journal each student depicted their prediction to the ending of this story. Where did knuffle bunny go?
After everyone had made a prediction we watched the ending to see how the author decided to end the story.
We watched the story the Knuffle Bunny on our smartboard. It is a wonderful story linked below if you and your child would like to watch it again to discuss the characters, setting, what happened in the story and the predictions that were made in class.
We watched the story until the family was in the laundry mat looking for the missing stuffed bunny. The dad looked in the washing machine but the bunny was not there. I stopped the video at this point. We then talked about making predictions when reading stories.
In our journal each student depicted their prediction to the ending of this story. Where did knuffle bunny go?
After everyone had made a prediction we watched the ending to see how the author decided to end the story.
Spring
We have a birds nest at our nature table right now. We looked closely at the birds nest with magnifying glasses. We discussed how we thought the bird made the nest and how the bird was able to get all of the grass to stick together. A leading question that came out of discussion was: do all birds build and live in nests?
We also talked about other signs of spring including plants and completing a activity labeling the parts of a plant.
We have a birds nest at our nature table right now. We looked closely at the birds nest with magnifying glasses. We discussed how we thought the bird made the nest and how the bird was able to get all of the grass to stick together. A leading question that came out of discussion was: do all birds build and live in nests?
We also talked about other signs of spring including plants and completing a activity labeling the parts of a plant.
Caterpillars
Our caterpillars have arrived!
We were so excited to look at them today and discuss with each other and as a class all of the things that we noticed. Some of us could not believe how tiny they were. We saw that some of our caterpillars are bigger than others. We talked about how we are going to take care of our caterpillars. They will grow big quite quickly , they like to eat their food :).
We drew a picture and wrote describing words as to what our caterpillars look like write now. We will make more observations as our caterpillars grow and change and document these changes in our butterfly observation book.
We had some great questions about our caterpillars thus far including: where did they come from? How do they climb walls? how big will they get? will they get too big for their home? and what are they eating?
Our caterpillars have arrived!
We were so excited to look at them today and discuss with each other and as a class all of the things that we noticed. Some of us could not believe how tiny they were. We saw that some of our caterpillars are bigger than others. We talked about how we are going to take care of our caterpillars. They will grow big quite quickly , they like to eat their food :).
We drew a picture and wrote describing words as to what our caterpillars look like write now. We will make more observations as our caterpillars grow and change and document these changes in our butterfly observation book.
We had some great questions about our caterpillars thus far including: where did they come from? How do they climb walls? how big will they get? will they get too big for their home? and what are they eating?
Other centers
cloud dough
pastel and panting art
story telling with puppets
big block building
light table
cloud dough
pastel and panting art
story telling with puppets
big block building
light table
May 15th- 18th
Roll and Write to 12 Board Game
We have been working on counting on in math (see image from last week:)). In this activity each student rolled two dice. They 'counted on' to see what number they rolled together. They then wrote that number in the correct space on the game board and rolled again. They continued the game until one of their numbers reached the top of the board. That number was the winner on their game board.
We have been working on counting on in math (see image from last week:)). In this activity each student rolled two dice. They 'counted on' to see what number they rolled together. They then wrote that number in the correct space on the game board and rolled again. They continued the game until one of their numbers reached the top of the board. That number was the winner on their game board.
Number 8
Below is our poem for remembering how to print the number 8. In our journals we practiced printing the number 8, printed the word eight and drew 8 items of our choosing. We worked on labeling our drawing by sounding out the word as well!
Below is our poem for remembering how to print the number 8. In our journals we practiced printing the number 8, printed the word eight and drew 8 items of our choosing. We worked on labeling our drawing by sounding out the word as well!
Literacy and ladybug poem
Our poem this week was ladybugs.
We looked at the sight words: 'the', 'on' and 'in'.
We also read repeating sentences and completed the sentecne by sounding out the final word. We worked to say the word slowly to hear all three sounds. For example: 'bat' b-a-t. The sentence read: I can see a bat.
Our poem this week was ladybugs.
We looked at the sight words: 'the', 'on' and 'in'.
We also read repeating sentences and completed the sentecne by sounding out the final word. We worked to say the word slowly to hear all three sounds. For example: 'bat' b-a-t. The sentence read: I can see a bat.
Wool art stories
We wrote our wool art stories this week. We made a story as a class using a story board. We talked about many of the stories that we had read as a class including fairy tales and Eric Carle. We talked about how our wool art was the main character of our story. We also talked about story elements such as setting, and the parts of a story (beginning, middle and end).
We wrote our wool art stories this week. We made a story as a class using a story board. We talked about many of the stories that we had read as a class including fairy tales and Eric Carle. We talked about how our wool art was the main character of our story. We also talked about story elements such as setting, and the parts of a story (beginning, middle and end).
May 8th - 12th
Eric Carle continued
We continued to read manny Eric Carle stories this week including The Very Grouchy Ladybug, The Very Busy Spider and A House for Hermit Crab,
Below is an image of our our completed Kindergarten Eric Carle mural. Each Kindergarten student used the pained Eric Carle paper they created previously and cut out shapes to make a flower. In the days following students used the Eric Carle painted paper to create other things for our mural including grass, clouds, bugs and butterflies.
We continued to read manny Eric Carle stories this week including The Very Grouchy Ladybug, The Very Busy Spider and A House for Hermit Crab,
Below is an image of our our completed Kindergarten Eric Carle mural. Each Kindergarten student used the pained Eric Carle paper they created previously and cut out shapes to make a flower. In the days following students used the Eric Carle painted paper to create other things for our mural including grass, clouds, bugs and butterflies.
3D shapes
In math we have been talking about 3D shapes. With the help of our shape museum we have noticed that 3D shapes are everywhere. We have also noticed many 3D shapes around our school such as our rectangular prism classroom door and the cylinder paper recycle bin in the hallway. See what other 3D shapes your child can name and describe around your home and community. We also worked to sort 3D shapes by colour as one of our centers and build with 3D shapes noticing the properties of specific shapes, such as which shapes can stack, slide and roll. The nets of these shapes help us see how they come together with sides and corners and are not flat.
In math we have been talking about 3D shapes. With the help of our shape museum we have noticed that 3D shapes are everywhere. We have also noticed many 3D shapes around our school such as our rectangular prism classroom door and the cylinder paper recycle bin in the hallway. See what other 3D shapes your child can name and describe around your home and community. We also worked to sort 3D shapes by colour as one of our centers and build with 3D shapes noticing the properties of specific shapes, such as which shapes can stack, slide and roll. The nets of these shapes help us see how they come together with sides and corners and are not flat.
Soccer
We have been learning soccer for physical education. We have been able to play soccer both in the gym and in our school soccer field. We have been working on dribbling, trapping and passing.
We have been learning soccer for physical education. We have been able to play soccer both in the gym and in our school soccer field. We have been working on dribbling, trapping and passing.
Journal
Following our amazing Zoo field trip we looked at pictures of what we saw on our trip and had group discussions. In our journal we each drew our favourite thing from the Calgary Zoo. We added details and colour to our drawings. We talked about sentences and how we can tell the reader more about our drawing when adding a sentence. For example instead of writing 'butterfly', we can write 'I saw a butterfly' of 'The butterfly was red'. We used our letter sounds to hear as many sounds as we could. We talked about leaving a space when writing more than one word.
Following our amazing Zoo field trip we looked at pictures of what we saw on our trip and had group discussions. In our journal we each drew our favourite thing from the Calgary Zoo. We added details and colour to our drawings. We talked about sentences and how we can tell the reader more about our drawing when adding a sentence. For example instead of writing 'butterfly', we can write 'I saw a butterfly' of 'The butterfly was red'. We used our letter sounds to hear as many sounds as we could. We talked about leaving a space when writing more than one word.
Counting on
We want to be able to count in-between 1 and 10 forwards and backwards starting at any number.
We have been working on counting on.
When I roll two dice I can subatize (recognize the number at a glance) the bigger number and then count on to the other dice from there. For example below I have rolled a 6 and a 3. I know that the first dice is a 6 so to count the dice I say 6 and then use my finger on the next dice to count on saying 7, 8, 9 "I rolled a 9".
We play a game in class in which Kindergarten plays against Miss. Babineau. We play with two dice working on counting on and subatizing and one to one correspondence. You can play this game a home!
For this game you draw a line down the middle of a paper and write each players name at the top. You then take turns rolling two dice. After both players have rolled, the person with the greatest number receives a point. We usually play until one person reaches 7 or 8 points (or any number that you decide). Work on subatizing and counting on when playing this game.
We want to be able to count in-between 1 and 10 forwards and backwards starting at any number.
We have been working on counting on.
When I roll two dice I can subatize (recognize the number at a glance) the bigger number and then count on to the other dice from there. For example below I have rolled a 6 and a 3. I know that the first dice is a 6 so to count the dice I say 6 and then use my finger on the next dice to count on saying 7, 8, 9 "I rolled a 9".
We play a game in class in which Kindergarten plays against Miss. Babineau. We play with two dice working on counting on and subatizing and one to one correspondence. You can play this game a home!
For this game you draw a line down the middle of a paper and write each players name at the top. You then take turns rolling two dice. After both players have rolled, the person with the greatest number receives a point. We usually play until one person reaches 7 or 8 points (or any number that you decide). Work on subatizing and counting on when playing this game.
May 1st- 5th
Jack and the Bean Stalk
After reading the story Jack and the Bean Stalk, we planted our own beans. In our journal we drew scientific drawings of what we saw, we also labeled our drawings with the materials we used.
After reading the story Jack and the Bean Stalk, we planted our own beans. In our journal we drew scientific drawings of what we saw, we also labeled our drawings with the materials we used.
3D shapes
We looked closely at 3D shapes this week. We had discussions, experimented, sorted and completed activities around 3D shapes.
We first reviewed 2D shapes such as squares, triangles, circles and rectangles. We then talked about how all of these shapes are 2D, they are flat! As a whole group we sorted 2D vs 3D shapes. We looked at the difference between 2D and 3D shapes. Please see our sorting image below.
Next we looked at different types of 3D shapes. We looked at spheres, cylinders, rectangular prisms, cubes and cones.We sorted found objects from the classroom into the different types of 3D shapes. We used describing words to help share which 3D shape the object is. For example, the ball has no sides, it looks like a sphere. The eraser has long sides and short sides it looks like a rectangular prism. During centers each student sorted objects on paper by cutting them out and gluing them into the correct categories.
We continued to describe 3D objects talking about which of the 3D objects can slide, which can roll and which can stack.
Our 3D shape museum is now open. We are continuing to collect objects and add them to our museum.
We looked closely at 3D shapes this week. We had discussions, experimented, sorted and completed activities around 3D shapes.
We first reviewed 2D shapes such as squares, triangles, circles and rectangles. We then talked about how all of these shapes are 2D, they are flat! As a whole group we sorted 2D vs 3D shapes. We looked at the difference between 2D and 3D shapes. Please see our sorting image below.
Next we looked at different types of 3D shapes. We looked at spheres, cylinders, rectangular prisms, cubes and cones.We sorted found objects from the classroom into the different types of 3D shapes. We used describing words to help share which 3D shape the object is. For example, the ball has no sides, it looks like a sphere. The eraser has long sides and short sides it looks like a rectangular prism. During centers each student sorted objects on paper by cutting them out and gluing them into the correct categories.
We continued to describe 3D objects talking about which of the 3D objects can slide, which can roll and which can stack.
Our 3D shape museum is now open. We are continuing to collect objects and add them to our museum.
Eric Carle
We read the Mixed up chameleon. We learned that in the end of the story the chameleon learned that is was happiest when he was being himself. We talked about all of the things that make us special and unique. We each drew our own chameleon, painted it with water colour paint and completed the sentence "I am unique because _____" using our letter sounds.
We have also read a number of other Eric Carle's wonderful books this week. We found patterns in his stories and looked closely at his illustrations. We talked about story elements.
We created Eric Carle paper. Everyone in our class painted a piece of paper with various painting techniques to make Eric Carle paper. We used paper towel tubes, tooth brushes, our hands, dabbers, sponges and different types of paint brushes to create textured paper of many different colours. We had a wonderful and messy time created beautiful pieces of paper. We will be using this paper next week to created an Eric Carle mural.
We read the Mixed up chameleon. We learned that in the end of the story the chameleon learned that is was happiest when he was being himself. We talked about all of the things that make us special and unique. We each drew our own chameleon, painted it with water colour paint and completed the sentence "I am unique because _____" using our letter sounds.
We have also read a number of other Eric Carle's wonderful books this week. We found patterns in his stories and looked closely at his illustrations. We talked about story elements.
We created Eric Carle paper. Everyone in our class painted a piece of paper with various painting techniques to make Eric Carle paper. We used paper towel tubes, tooth brushes, our hands, dabbers, sponges and different types of paint brushes to create textured paper of many different colours. We had a wonderful and messy time created beautiful pieces of paper. We will be using this paper next week to created an Eric Carle mural.
Roll more
We played a new math game this week called 'roll more'. In this game each child has a column with their name at the top. Each child has 2 dice. They roll the dice at the same time. The two dice are counted together. We worked on 'counting on'. For example if I rolled a 6 and a 2, I already know I have a 6 so I count on from 6. I can counted the dice by saying 6, 7, 8. The partner that rolled the greatest number colours in one box. The person who reaches the tip first wins.
We played a new math game this week called 'roll more'. In this game each child has a column with their name at the top. Each child has 2 dice. They roll the dice at the same time. The two dice are counted together. We worked on 'counting on'. For example if I rolled a 6 and a 2, I already know I have a 6 so I count on from 6. I can counted the dice by saying 6, 7, 8. The partner that rolled the greatest number colours in one box. The person who reaches the tip first wins.
Calgary Zoo Field Trip
We had wonderful trips to the Calgary Zoo over the last two Fridays.
Thank you so much to our amazing parent volunteers for making this field trip possible.
Each group visited the penguins. Each group also visited to butterflies as an introduction to our upcoming butterfly unit.
Please take a look below at some of the pictures form the Calgary Zoo.
Thank you so much to our amazing parent volunteers for making this field trip possible.
Each group visited the penguins. Each group also visited to butterflies as an introduction to our upcoming butterfly unit.
Please take a look below at some of the pictures form the Calgary Zoo.
April 24th- May 28th
Three Little Pigs
We talked about story telling, parts of a story, setting and characters this week. We focused our learning around The Three Little Pigs. We read many different Three Little Pigs books, we noticed similarities and differences in all of them. In some stories the characters were different, others had different endings and others had different plots.
We talked about eh sequence of a story (the beginning, middle and end). We discussed the sequence of one of the Three Little Pigs stories and build our own houses in the correct story sequence. We also practiced our printing writing: first, second and third and straw, sticks and bricks.
We talked about story telling, parts of a story, setting and characters this week. We focused our learning around The Three Little Pigs. We read many different Three Little Pigs books, we noticed similarities and differences in all of them. In some stories the characters were different, others had different endings and others had different plots.
We talked about eh sequence of a story (the beginning, middle and end). We discussed the sequence of one of the Three Little Pigs stories and build our own houses in the correct story sequence. We also practiced our printing writing: first, second and third and straw, sticks and bricks.
We spent time looking at these stories and reading them with classmates.
We used different materials to build our ow houses for the pigs and retell stories. We also began to talk about creating our own stories and depicting them on a story board. We made a few story boards as a whole group.
We also did blow art. We put watery paint onto watercolour paint and blow the paint like the big bad wolf.
After talking about the materials the three little pigs chose in the story we thought if there was any other materials they could have used to build their house. We brainstormed lots of ideas of "if you were one of the three little pigs, what would you build your house out of? We designed our houses with the materials we chose and wrote My house if made of ______, and then used our letter sounds to sound out the last word of our sentence.
After talking about the materials the three little pigs chose in the story we thought if there was any other materials they could have used to build their house. We brainstormed lots of ideas of "if you were one of the three little pigs, what would you build your house out of? We designed our houses with the materials we chose and wrote My house if made of ______, and then used our letter sounds to sound out the last word of our sentence.
Rain
We completed a poem about rain this week. A copy came home in your child's poetry notebook. We completed our own copy at school completing the poem with our own printing and adding 'rain' to our page with paint.
We completed a poem about rain this week. A copy came home in your child's poetry notebook. We completed our own copy at school completing the poem with our own printing and adding 'rain' to our page with paint.
April 18th- 20th
Hockey
In the gym we have been learning about and playing hockey. We talked about stick handling, passing and shooting.
In the gym we have been learning about and playing hockey. We talked about stick handling, passing and shooting.
Roll less
In math we talking about counting backwards anywhere from 10-1. We also talked about numbers that come before in a number line. For example, what number comes before 7? 6!, What number comes before 9? 8!
In the roll less math game, students rolled a special dice with higher numbers on it. They wrote the number they rolled in the box on their sheet and then wrote the three numbers previous to the number rolled.
In math we talking about counting backwards anywhere from 10-1. We also talked about numbers that come before in a number line. For example, what number comes before 7? 6!, What number comes before 9? 8!
In the roll less math game, students rolled a special dice with higher numbers on it. They wrote the number they rolled in the box on their sheet and then wrote the three numbers previous to the number rolled.
Rainbows
Below is our rainbow poem, we talked about the colour words and we have been talking about the words: I, the and and.
Below is our rainbow poem, we talked about the colour words and we have been talking about the words: I, the and and.
We had a whole group discussion and asked the question; how are rainbows formed?
We thought about what we might know about rainbows and brainstormed ideas.
We later watched a video and discussed that rainbows can be seen when their is sun and rain.
We thought about what we might know about rainbows and brainstormed ideas.
We later watched a video and discussed that rainbows can be seen when their is sun and rain.
Earth Day
We talked about earth day this week and all of the things that we can to to help the earth. We thought of some great ideas. We then read a story that gave us some different ideas. In our journal we depicted one way we can help the earth. We talked about adding colour and detail to our drawings to show the reader what we are telling them. We talked about sentences and words. We used our letter sounds to add words and sentences to our pictures.
We talked about reusing and recycling and reviewed the recycling that we do in our classroom. We thought of new ways that we can help the earth in our classroom such as using both sides of our paper, putting snack wrappers in the correct bins and turning off the lights when we leave the room. We also had a recycle art center on Thursday in which we reused materials and made them into something new. We have many very creative ideas such as bird feeders, cups and puppets.
We talked about earth day this week and all of the things that we can to to help the earth. We thought of some great ideas. We then read a story that gave us some different ideas. In our journal we depicted one way we can help the earth. We talked about adding colour and detail to our drawings to show the reader what we are telling them. We talked about sentences and words. We used our letter sounds to add words and sentences to our pictures.
We talked about reusing and recycling and reviewed the recycling that we do in our classroom. We thought of new ways that we can help the earth in our classroom such as using both sides of our paper, putting snack wrappers in the correct bins and turning off the lights when we leave the room. We also had a recycle art center on Thursday in which we reused materials and made them into something new. We have many very creative ideas such as bird feeders, cups and puppets.
March 20th- April 14th
Please take a look at some of the learning we were engaged in over the last couple of weeks!
Math
Subatizing (recognizing numbers 1-5 at a glance)
Making 10
Counting on
Math
Subatizing (recognizing numbers 1-5 at a glance)
Making 10
Counting on
Literacy
egg books
alphabet sounds board game
journals
egg books
alphabet sounds board game
journals
Wool art
We talked about stories in detail this week focusing on characters. We read stories and talked about the character the author/illustrator developed for different stories. For our wool art, we each chose one animal to design as our story character. We talked about kinds of animals. We talked about how in a story the illustrator and author decide the best story character to represent their ideas. Their story character could be any animal with any and all colours and patterns.
Each students drew their design for their story character.
We talked about stories in detail this week focusing on characters. We read stories and talked about the character the author/illustrator developed for different stories. For our wool art, we each chose one animal to design as our story character. We talked about kinds of animals. We talked about how in a story the illustrator and author decide the best story character to represent their ideas. Their story character could be any animal with any and all colours and patterns.
Each students drew their design for their story character.
Wool Art
The steps we did to complete our wool art:
1. choose colours from our great pile of amazing wool
2. lay out colours to match your drawing
3. Add details and a face to wool art
The steps we did to complete our wool art:
1. choose colours from our great pile of amazing wool
2. lay out colours to match your drawing
3. Add details and a face to wool art
4. as a whole group add dish soap and water to the wool and take turn to roll out all of our wool
5. Rub wool together to build a strong cloth
6. make wool into a ball and throw onto the table repeatedly (so fun!!)
We will continue to work to finish completing our characters. We will be using our animals to create stories.
5. Rub wool together to build a strong cloth
6. make wool into a ball and throw onto the table repeatedly (so fun!!)
We will continue to work to finish completing our characters. We will be using our animals to create stories.
Other centers
March 13th-17th
Letter Q q
We completed our very last letter in our Jolly Phonics program this week. We were very excited to learn the last letter and practice saying the name, sound and action of every letter in the alphabet. We did awesome! We also practiced singing the alphabet backwards and singing the the ABC's using only letter sounds.
We have been talking about the being aware of the different letter shapes and heights when we are writing. We have been talking about which letters are small letters such as: a, c, r and n. Which letters are tall letters such as: h, t, k and l. Which letters are fishing letters such as: q, y, g and p.
We completed our very last letter in our Jolly Phonics program this week. We were very excited to learn the last letter and practice saying the name, sound and action of every letter in the alphabet. We did awesome! We also practiced singing the alphabet backwards and singing the the ABC's using only letter sounds.
We have been talking about the being aware of the different letter shapes and heights when we are writing. We have been talking about which letters are small letters such as: a, c, r and n. Which letters are tall letters such as: h, t, k and l. Which letters are fishing letters such as: q, y, g and p.
Penguin habitat construction
We working in groups this week to build a realistic habitat for our penguins. We thought about what we knew about that specific habitat. We watched videos of penguins in their habitat and thought about our design.
We worked on collaboration and communication with our group. Each group talked to each other about what they thought the habitat should look like and where they should paint different elements of the habitat.
We working in groups this week to build a realistic habitat for our penguins. We thought about what we knew about that specific habitat. We watched videos of penguins in their habitat and thought about our design.
We worked on collaboration and communication with our group. Each group talked to each other about what they thought the habitat should look like and where they should paint different elements of the habitat.
penguin habitat building
the next day we built our penguin habitats. We had an amazing variety of materials to use for each habitat. We talked about the different materials that were available and how they could be manipulated to created many different elements for our habitats. We used our creativity and problem solving skills in the construction of this habitat as well. If tape was not working, we tried glue of; if one item did not fit we tried another. Each group looked closely to create a habitat that resembled the environment in which that penguin lived. For example, we saw that the rainforest penguins had many trees, bushes and grass around them, we saw that the penguins in Antartica were surrounded by snow and ice and we saw the penguin in the beach, in the sand on rocks and in the water. Our classes worked very hard on their amazing penguin habitats. They did a wonderful job collaborating with classmates, including the ideas of others and working together to create their habitats.
the next day we built our penguin habitats. We had an amazing variety of materials to use for each habitat. We talked about the different materials that were available and how they could be manipulated to created many different elements for our habitats. We used our creativity and problem solving skills in the construction of this habitat as well. If tape was not working, we tried glue of; if one item did not fit we tried another. Each group looked closely to create a habitat that resembled the environment in which that penguin lived. For example, we saw that the rainforest penguins had many trees, bushes and grass around them, we saw that the penguins in Antartica were surrounded by snow and ice and we saw the penguin in the beach, in the sand on rocks and in the water. Our classes worked very hard on their amazing penguin habitats. They did a wonderful job collaborating with classmates, including the ideas of others and working together to create their habitats.
Penguin research books
page 4: food
We completed our food page of our penguin research books.
We learned that penguins eat different food depending on where they live and the time of the year.
We learned about three things penguins like to eat:
fish
krill and
squid.
We talked about how they swim to catch their food to eat and how they use their bill and barbed tongues to help them. We saw that penguins are great swimmers.
page 4: food
We completed our food page of our penguin research books.
We learned that penguins eat different food depending on where they live and the time of the year.
We learned about three things penguins like to eat:
fish
krill and
squid.
We talked about how they swim to catch their food to eat and how they use their bill and barbed tongues to help them. We saw that penguins are great swimmers.
Other centers
-marble works
- puppet theatre
-penguin books
-marble works
- puppet theatre
-penguin books
March 6th- 10th
Letter V and X
We learned the letter v and x this week. We now have learned all of our letters excluding Q. You can practice naming the letters, letter sounds and thinking the words that begin with many different letters.
We learned the letter v and x this week. We now have learned all of our letters excluding Q. You can practice naming the letters, letter sounds and thinking the words that begin with many different letters.
Math- greater than and less than
We have been talking a lot about numbers in terms of greater than and less than. Our class completed a greater than and less than activity. In this activity each student rolled a dice and wrote the number in one box, they then rolled the dice a second time and write that number in the second box. Students then looked at the two numbers and circled which one was greater. We used our math talk to explain our thinking for example: 6 is greater than 3.
The next day we talked about a special math symbol that can help your show which number is greater. We talked about how the greater than symbol looks like a alligators mouth. Alligators are very hungry and always want to eat the greater number. The open side of the greater than symbol faces the greater number.
We have been talking a lot about numbers in terms of greater than and less than. Our class completed a greater than and less than activity. In this activity each student rolled a dice and wrote the number in one box, they then rolled the dice a second time and write that number in the second box. Students then looked at the two numbers and circled which one was greater. We used our math talk to explain our thinking for example: 6 is greater than 3.
The next day we talked about a special math symbol that can help your show which number is greater. We talked about how the greater than symbol looks like a alligators mouth. Alligators are very hungry and always want to eat the greater number. The open side of the greater than symbol faces the greater number.
Penguins
Day 3
Enemies
For the third page of our penguin research book we talked about enemies. We talked about three enemies a seal, a orca and a skua bird. We talked about how penguins use camouflage and are very good swimmers using their flippers as paddles in the water. We noticed that all penguins have white belly's and black on their back, we learned that this is for camouflage. We watched a video of penguins swimming and discussed how they are much faster in the water than on land.
Day 3
Enemies
For the third page of our penguin research book we talked about enemies. We talked about three enemies a seal, a orca and a skua bird. We talked about how penguins use camouflage and are very good swimmers using their flippers as paddles in the water. We noticed that all penguins have white belly's and black on their back, we learned that this is for camouflage. We watched a video of penguins swimming and discussed how they are much faster in the water than on land.
Penguins continued
We also began to talk about what penguins eat this week. We talked about how one thing they like to eat is fish! Fish are slippery so we looked at pictures of penguins mouths and saw they have a sharp bill or beak and have backwards facing bristles on their tounge so they fish does not slip away.
We watched a video of penguins swimming to catch fish.
Each student took their penguin they had perviously traced and cut out and cut their own fish for their penguin to eat. Students chose how many green and yellow fish they penguin could eat. After cutting out their fish, they glued them into the water around their penguin and completed their math sentence.
The math sentence reads:
________________' s penguin has ______ yellow fish and _____ green fish. How many fish does the penguin have in all? ________ fish.
We also began to talk about what penguins eat this week. We talked about how one thing they like to eat is fish! Fish are slippery so we looked at pictures of penguins mouths and saw they have a sharp bill or beak and have backwards facing bristles on their tounge so they fish does not slip away.
We watched a video of penguins swimming to catch fish.
Each student took their penguin they had perviously traced and cut out and cut their own fish for their penguin to eat. Students chose how many green and yellow fish they penguin could eat. After cutting out their fish, they glued them into the water around their penguin and completed their math sentence.
The math sentence reads:
________________' s penguin has ______ yellow fish and _____ green fish. How many fish does the penguin have in all? ________ fish.
Other centers
February 27th- March 3rd
The letter V
We learned the letter V this week. We reviewed all of the letters we have learned thus far. We are continuing to work on listening for letter sound we know in words and using our letter sound knowledge to sound out words in our work. We are also reading words in our poems, stories, songs and in environmental print.
Alphabet sound sorting
At this center students fed the alligators different items from our classroom. Each alligator has a letter and will only eat items that begin with that letter. Students worked to sort items to feed the three alligators by identifying the beginning sound of each word.
We learned the letter V this week. We reviewed all of the letters we have learned thus far. We are continuing to work on listening for letter sound we know in words and using our letter sound knowledge to sound out words in our work. We are also reading words in our poems, stories, songs and in environmental print.
Alphabet sound sorting
At this center students fed the alligators different items from our classroom. Each alligator has a letter and will only eat items that begin with that letter. Students worked to sort items to feed the three alligators by identifying the beginning sound of each word.
Math
Making 10
We have been working on combining numbers to make 10 and a s group, looking at 10 frames, using our fingers, and magnetic 10 frames. This week our class used coloured jewels in a 10 frame to see how they could make 10 independently. Students added blue and green jewels to a 10 frame, ensuring there was only one jewel in each space. The then coloured a 10 frame to match the one they made with jewels. Lastly, with support they added a number sentence to their 10 frame to see how they made 10. Please see the image below.
Roll and write
Working on subatizing and printing numerals students rolled a die and drew the matching die in one column and write the numeral to match the number they rolled in the adjacent column.
Penguins
Day 1
Introduction
On Monday began talking about penguins, I asked the question: what are penguins? We watched two short videos about penguins. We talked about things that we might know about penguins (yellow sticky notes) and questions that we have about penguins (green sticky notes). We had some great ideas and fabulous questions to lead us into learning more about penguins.
Our questions will help guide our inquiry into penguins. Some questions thus far include:
Do parents get food for babies?
Why doesn't ice and snow stick to them?
How do they walk with a baby?
Why do they waddle?
How do they eat?
How do they chew food up?
Why do they eat fish?
Why do they just eat seafood?
Students use different materials such as rocks, wood cookies and small blocks to create stories with penguins.
Day 2
Habitats
Guiding questions: What is a habitat? What is a penguin’s habitat?
We looked at the three videos and compared and contrasted where penguins live.
We watched a video about penguins in Antarctica, the children noticed that these penguins lived where there is snow, ice and water. We talked about how Antartica is by the south pole, the opposite side of the earth as the arctic animals such as polar bears. We then watched a video of another penguin. Children noticed that where these penguins were there was no snow, it was a rainforest, we saw trees, bushes, rocks, dirt and rain. In the third video we watched we saw African penguins. Children noticed that their habitat was a beach, our class said their habitat was sand and water.
Vocabulary
-habitat
-Antartica- snow and ice
-Emperor penguin
-Rainforest- rocks, dirt, trees
-beach- sand and water
- slide
-swim
-waddle
Day 1
Introduction
On Monday began talking about penguins, I asked the question: what are penguins? We watched two short videos about penguins. We talked about things that we might know about penguins (yellow sticky notes) and questions that we have about penguins (green sticky notes). We had some great ideas and fabulous questions to lead us into learning more about penguins.
Our questions will help guide our inquiry into penguins. Some questions thus far include:
Do parents get food for babies?
Why doesn't ice and snow stick to them?
How do they walk with a baby?
Why do they waddle?
How do they eat?
How do they chew food up?
Why do they eat fish?
Why do they just eat seafood?
Students use different materials such as rocks, wood cookies and small blocks to create stories with penguins.
Day 2
Habitats
Guiding questions: What is a habitat? What is a penguin’s habitat?
We looked at the three videos and compared and contrasted where penguins live.
We watched a video about penguins in Antarctica, the children noticed that these penguins lived where there is snow, ice and water. We talked about how Antartica is by the south pole, the opposite side of the earth as the arctic animals such as polar bears. We then watched a video of another penguin. Children noticed that where these penguins were there was no snow, it was a rainforest, we saw trees, bushes, rocks, dirt and rain. In the third video we watched we saw African penguins. Children noticed that their habitat was a beach, our class said their habitat was sand and water.
Vocabulary
-habitat
-Antartica- snow and ice
-Emperor penguin
-Rainforest- rocks, dirt, trees
-beach- sand and water
- slide
-swim
-waddle
Chicks
A baby penguin's first steps
We leaned that a baby penguin is called a chick. We watched some penguin videos and discussed what information we should write in the chick page of our penguin books.
We added the words:
egg
brood pouch
regurgitate and,
fluffy dow
A baby penguin's first steps
We leaned that a baby penguin is called a chick. We watched some penguin videos and discussed what information we should write in the chick page of our penguin books.
We added the words:
egg
brood pouch
regurgitate and,
fluffy dow
February 21st- 24th
The number 6
We have talked about the numbers 1-6 thus far. We have been practicing representing, counting and printing our numbers. In our journals each students practiced printing the number 6, writing the word six and representing the number by drawing 6 things.
Math hearts
We continued to practiced counting and printing our numbers with our heart math. We counted the number of hearts and wrote the numeral to match.
We have talked about the numbers 1-6 thus far. We have been practicing representing, counting and printing our numbers. In our journals each students practiced printing the number 6, writing the word six and representing the number by drawing 6 things.
Math hearts
We continued to practiced counting and printing our numbers with our heart math. We counted the number of hearts and wrote the numeral to match.
Domino hockey
In our math game we played domino hockey! It was great to see everyone play this game many times with different peers.
In this game students started with the hockey mat and a number of dominos face down in front of them. Each student picked a domino and put it in their net without looking at it. Students spun their dominos around singing the hockey song for their 'face off'. Students then flipped their domino and counted or subatized how many dots were on their domino. We had to make sure to count both sides of the domino. The student with the greatest number wins and takes both dominos to his/her side and then students repeat. The student with the greatest number uses math talk before they are able to take the dominos. For example if they have 10 and their partner has 6 they say "10 is greater than 6" and then they are able to take both dominos.
In our math game we played domino hockey! It was great to see everyone play this game many times with different peers.
In this game students started with the hockey mat and a number of dominos face down in front of them. Each student picked a domino and put it in their net without looking at it. Students spun their dominos around singing the hockey song for their 'face off'. Students then flipped their domino and counted or subatized how many dots were on their domino. We had to make sure to count both sides of the domino. The student with the greatest number wins and takes both dominos to his/her side and then students repeat. The student with the greatest number uses math talk before they are able to take the dominos. For example if they have 10 and their partner has 6 they say "10 is greater than 6" and then they are able to take both dominos.
Beginning sounds
We have been working on hearing the beginning sounds in words, stories, journals and in our letters books. Students looked at different pictures and determined what the first letter of that word was. They then coloured in the letter that matched the first letter of the picture. For example: there is a picture of a lion and below are the letters L, M and P. Students said the word lion listening for the beginning sound and coloured in the letter L.
Our alphabet center also opened this week. We worked in pairs or small groups to sort the pictures into the correct pocket based on the beginning sound.
We have been working on hearing the beginning sounds in words, stories, journals and in our letters books. Students looked at different pictures and determined what the first letter of that word was. They then coloured in the letter that matched the first letter of the picture. For example: there is a picture of a lion and below are the letters L, M and P. Students said the word lion listening for the beginning sound and coloured in the letter L.
Our alphabet center also opened this week. We worked in pairs or small groups to sort the pictures into the correct pocket based on the beginning sound.
Letter W
We learned the letter w this week. We talked about the wind blowing and making the sound of a 'w' a wh, wh, wh sound. We practiced printing the letter w in our letter books and determined the pictures that begin the the letter w. There was a picture and well, a wing, a window and an apple. Saying they words slowly out loud helped us listen for the w sound. Ask your child what sound 'w' makes and see if there are any words you can think together that begin with a w.
We learned the letter w this week. We talked about the wind blowing and making the sound of a 'w' a wh, wh, wh sound. We practiced printing the letter w in our letter books and determined the pictures that begin the the letter w. There was a picture and well, a wing, a window and an apple. Saying they words slowly out loud helped us listen for the w sound. Ask your child what sound 'w' makes and see if there are any words you can think together that begin with a w.
Canaval
We had a fantastic carnaval this week. We looked at pictures and videos of the carnaval in Quebec and we participated in many carnaval activities.
Tuesday -Cabane à Sucre (Snack Shack)
Wednesday- Ice Palace
Thursday- Outdoor Sports (hockey, tug-o-war and building with snow) and hot chocolate
We had a fantastic carnaval this week. We looked at pictures and videos of the carnaval in Quebec and we participated in many carnaval activities.
Tuesday -Cabane à Sucre (Snack Shack)
Wednesday- Ice Palace
Thursday- Outdoor Sports (hockey, tug-o-war and building with snow) and hot chocolate
February 6th-10th
One is a Snail Ten is a Crab
We talked about the story One is a Snail Ten is a Crab. This story looks at the number of feet different animals have. For example, a dog has 4 feet, an insect has 6 feet and a spider has 8 feet. After reading this story we took to our journals. In our journals each student chose 2 animals to draw. Each student then counted how many feet each animal had, writing the numeral below. The students then completed a number sentence, counting the animals feet together (or adding the numbers together) and writing how many feet the animals have in total. For example, a dog has 4 legs, a snail has 1 foot, there are 5 feet in total.
We talked about the story One is a Snail Ten is a Crab. This story looks at the number of feet different animals have. For example, a dog has 4 feet, an insect has 6 feet and a spider has 8 feet. After reading this story we took to our journals. In our journals each student chose 2 animals to draw. Each student then counted how many feet each animal had, writing the numeral below. The students then completed a number sentence, counting the animals feet together (or adding the numbers together) and writing how many feet the animals have in total. For example, a dog has 4 legs, a snail has 1 foot, there are 5 feet in total.
Patterns
We continued to talk about patterns this week. We looked closely at the names of our patterns. Below each set of hearts, was the type of pattern to colour. We talked about 4 different patterns: AB, AAB, ABB and ABC patterns.
We continued to talk about patterns this week. We looked closely at the names of our patterns. Below each set of hearts, was the type of pattern to colour. We talked about 4 different patterns: AB, AAB, ABB and ABC patterns.
Roll on!
We tried a new math game this week. This game is called roll on! In this game students rolled a die and wrote that number in the box, they then wrote the next 3 numbers that follow the rolled number. We talked about counting on in between the numbers 1 and 10.
Heart math
Working on sorting, one to one correspondence and printing we completed heart math this week. Each student coloured hearts to match the colours of our candy hearts. They then took a mall container to scoop up a handful of candy hearts. Students sorted these candy hearts by colour into their sheet. Next, they counted the number of each colour heart and wrote the numeral beside the colour.
We talked about which number was greater and less. Students looked at their candy hearts and decided which if their colours won, which colour had the greatest number.
We tried a new math game this week. This game is called roll on! In this game students rolled a die and wrote that number in the box, they then wrote the next 3 numbers that follow the rolled number. We talked about counting on in between the numbers 1 and 10.
Heart math
Working on sorting, one to one correspondence and printing we completed heart math this week. Each student coloured hearts to match the colours of our candy hearts. They then took a mall container to scoop up a handful of candy hearts. Students sorted these candy hearts by colour into their sheet. Next, they counted the number of each colour heart and wrote the numeral beside the colour.
We talked about which number was greater and less. Students looked at their candy hearts and decided which if their colours won, which colour had the greatest number.
Morning/ afternoon message
On the smartboard our class worked together to complete our morning/ afternoon message. In our message there were letters missing, capitals in the wrong place and some words to sound out together. We also talked about the difference between letters, words and sentences. Students took turns to add the missing pieces to our message using our smartboard marker.
On the smartboard our class worked together to complete our morning/ afternoon message. In our message there were letters missing, capitals in the wrong place and some words to sound out together. We also talked about the difference between letters, words and sentences. Students took turns to add the missing pieces to our message using our smartboard marker.
The letter J j
This week we learned the letter j. We thought of words that begin with the letter j, talked about printing a letter j (remembering it is a fishing letter), learned the sound letter j makes and learned our letter j song. The Jolly Phonics letter songs are posted under the links tab at the top of this page. We also practiced printing on chalk boards and white boards as a whole group thinking about tall, short and fishing letters. We made sure to hold our writing tools with a mature grip and remember when writing to start our letters at the top. Ask your child about the song, where do you start your letters…. At the top!
This week we learned the letter j. We thought of words that begin with the letter j, talked about printing a letter j (remembering it is a fishing letter), learned the sound letter j makes and learned our letter j song. The Jolly Phonics letter songs are posted under the links tab at the top of this page. We also practiced printing on chalk boards and white boards as a whole group thinking about tall, short and fishing letters. We made sure to hold our writing tools with a mature grip and remember when writing to start our letters at the top. Ask your child about the song, where do you start your letters…. At the top!
Jim Dine Inspired hearts
We looked at the artwork of Jim Dine. We talked about his art as a painter and that much of his art is a type of art called pop art. We looked closely at his paintings. We saw that he painted pictures of hearts. We also noticed he uses many colours and that both his hearts and backgrounds have colours mixed together. Our class thought his artwork was very cool!
We made our own Jim Dine inspired artwork this week. We began by filling in a heart with pastels. We used our finger to smudge the colours together. There was great colour mixing experiments happening. Colours were combing to form new colours, some students chose a colour theme to fill their heart, other students chose to make rainbow hearts. The next day we talked about lines and paint. Students drew lines coming from their heart to divide up their background. We then painted the background with different colours. Please see completed hearts belowJ.
We looked at the artwork of Jim Dine. We talked about his art as a painter and that much of his art is a type of art called pop art. We looked closely at his paintings. We saw that he painted pictures of hearts. We also noticed he uses many colours and that both his hearts and backgrounds have colours mixed together. Our class thought his artwork was very cool!
We made our own Jim Dine inspired artwork this week. We began by filling in a heart with pastels. We used our finger to smudge the colours together. There was great colour mixing experiments happening. Colours were combing to form new colours, some students chose a colour theme to fill their heart, other students chose to make rainbow hearts. The next day we talked about lines and paint. Students drew lines coming from their heart to divide up their background. We then painted the background with different colours. Please see completed hearts belowJ.
January 30th- February 3rd
Letters F f and B b
This week we learned two new letters. We learned the letters F f and B b.
The song and actions are posted below. We thought of many words that began with both of these letters. We looked at all of the letters we have learned thus far, and we said “WOW” we know so many letters and letter sounds! We rock!
We have learned the letters and letter sounds:
S, a, t, i, p. n, m, r, h, c, k, t, u, l, d, e, o, g, f and b.
We read the Beirnstein’s B book when learning the letter b. It has a great funny story only using words that begin with b. Ask you child about this story.
This week we learned two new letters. We learned the letters F f and B b.
The song and actions are posted below. We thought of many words that began with both of these letters. We looked at all of the letters we have learned thus far, and we said “WOW” we know so many letters and letter sounds! We rock!
We have learned the letters and letter sounds:
S, a, t, i, p. n, m, r, h, c, k, t, u, l, d, e, o, g, f and b.
We read the Beirnstein’s B book when learning the letter b. It has a great funny story only using words that begin with b. Ask you child about this story.
Journals
In our journals this week we talked about the first letter of our name and the sound that letter makes. We brainstormed things that we like that begin with the same first letter as our name. For example, Lynley likes lego. In our journals we drew a picture of something that begins with the same first letter as our name. We then added the sentence underneath (name) likes _________. We used our Kindergarten printing, we copied the word likes and then used our letter sound knowledge to sound out the word for the picture we drew. We made connections between the sounds we heard when saying the word slowly and the letters that connect to that sound. For example, when sounding out the word hats, what sounds do we hear when saying the word slowly, h-a-t-s.
In our journals this week we talked about the first letter of our name and the sound that letter makes. We brainstormed things that we like that begin with the same first letter as our name. For example, Lynley likes lego. In our journals we drew a picture of something that begins with the same first letter as our name. We then added the sentence underneath (name) likes _________. We used our Kindergarten printing, we copied the word likes and then used our letter sound knowledge to sound out the word for the picture we drew. We made connections between the sounds we heard when saying the word slowly and the letters that connect to that sound. For example, when sounding out the word hats, what sounds do we hear when saying the word slowly, h-a-t-s.
Snow many ways to make 10
In math we continued to talk about our numbers 1-10. We have been using our names to fill a 10 frame and then seeing how many more spaces we would need to make 10. During centers this week worked on seeing how there are many ways to make 10. We used two different colours to complete and activity looking at some different ways to make 10.
We also continued to talk about the order of numbers between one and 10. Using our math language for example, what number comes after 5? 6 comes after 5. What numbers comes before 8? 7 comes before 8.
In math we continued to talk about our numbers 1-10. We have been using our names to fill a 10 frame and then seeing how many more spaces we would need to make 10. During centers this week worked on seeing how there are many ways to make 10. We used two different colours to complete and activity looking at some different ways to make 10.
We also continued to talk about the order of numbers between one and 10. Using our math language for example, what number comes after 5? 6 comes after 5. What numbers comes before 8? 7 comes before 8.
Arctic
We talked about arctic animals this week. We learned that the arctic is in the north. It is cold and students noticed lots of snow and ice. After brainstorming some different animals we thought might live in the arctic we looked at books and videos and had discussions over the next few days learning about some of these animals. We talked about how different animals have different habitats. Some animals live in the desert, some in the jungle some in the arctic.
Ask your child about some animals that live in the arctic.
We then learned about how these animals stay warm in the cold winter.
We also had some great ideas about narwhals and why they have 1 long tooth.
Vocabulary
Arctic
Camouflage
Fur
Feathers
Animals: fox, hare, polar bear, wolf, owl, seal, orca whale, narwhal
These arctic animals we also in our rice sensory table this week. Our class made habitats and told stories with these artic animals.
We read the story Here is Arctic Winter by Madeleine Dunphy We reviewed arctic animals and climate. This story talked about how it is dark day and night during the winter in the arctic. It also had beautiful art depicting the northern lights. Some students were wondering what narwhals eat, in this story we learned that narwhals eat fish.
We talked about arctic animals this week. We learned that the arctic is in the north. It is cold and students noticed lots of snow and ice. After brainstorming some different animals we thought might live in the arctic we looked at books and videos and had discussions over the next few days learning about some of these animals. We talked about how different animals have different habitats. Some animals live in the desert, some in the jungle some in the arctic.
Ask your child about some animals that live in the arctic.
We then learned about how these animals stay warm in the cold winter.
We also had some great ideas about narwhals and why they have 1 long tooth.
Vocabulary
Arctic
Camouflage
Fur
Feathers
Animals: fox, hare, polar bear, wolf, owl, seal, orca whale, narwhal
These arctic animals we also in our rice sensory table this week. Our class made habitats and told stories with these artic animals.
We read the story Here is Arctic Winter by Madeleine Dunphy We reviewed arctic animals and climate. This story talked about how it is dark day and night during the winter in the arctic. It also had beautiful art depicting the northern lights. Some students were wondering what narwhals eat, in this story we learned that narwhals eat fish.
Centers
January 23rd-27th
Hot Chocolate
We completed this activity over a number of days. We first designed and painted our hot chocolate mugs, next we cut out the mugs carefully following the line. We then talked about the numbers between 1-10. We wanted make our hot chocolate delicious by adding marshmallows. We added between 1-10 marshmallows to our hot chocolate. We then completed the sentence: My hot chocolate has ______ mashmallows.
We completed this activity over a number of days. We first designed and painted our hot chocolate mugs, next we cut out the mugs carefully following the line. We then talked about the numbers between 1-10. We wanted make our hot chocolate delicious by adding marshmallows. We added between 1-10 marshmallows to our hot chocolate. We then completed the sentence: My hot chocolate has ______ mashmallows.
Chinese New Year
We talked about Chinese New Year this week. We read stories about the celebrations and traditions, we watched videos of parades and lion dances. We also completed a number of activities to help us learn about Chines New Year. Below are pictures from some of our Chinese New Year centers this week.
Once we completed our dragon masks we did a parade around the school and visited other classes.
We talked about Chinese New Year this week. We read stories about the celebrations and traditions, we watched videos of parades and lion dances. We also completed a number of activities to help us learn about Chines New Year. Below are pictures from some of our Chinese New Year centers this week.
Once we completed our dragon masks we did a parade around the school and visited other classes.
The mitten cont.
After discussing the characters, parts and acting out the story The Mitten. I asked our class, If you wrote a page in this story who would crawl in the mitten? We discussed the animals that were depicted in the story and came up with our own ideas. After making our own mitten with paper and tissue paper we drew a picture of an animal in our mitten. We left just an ear of tail to be seen with the rest of our animal behind the mitten. It was great to see our class trying to guess what animal other drew looking at the hints before lifting up their mitten to find out. We then completed the sentence at the top of our page: A ______ went in my mitten. We used our letter sound knowledge to hear as many sounds as we could to write the name of our animal.
After discussing the characters, parts and acting out the story The Mitten. I asked our class, If you wrote a page in this story who would crawl in the mitten? We discussed the animals that were depicted in the story and came up with our own ideas. After making our own mitten with paper and tissue paper we drew a picture of an animal in our mitten. We left just an ear of tail to be seen with the rest of our animal behind the mitten. It was great to see our class trying to guess what animal other drew looking at the hints before lifting up their mitten to find out. We then completed the sentence at the top of our page: A ______ went in my mitten. We used our letter sound knowledge to hear as many sounds as we could to write the name of our animal.
Snowflakes
After talking about symmetry for our shape snowflakes and looking closely at snowflakes. We created our own symmetry mittens. We each drew and coloured our own pair of matching mitten paying close attention to our colours and lines to make them symmetrical. We then cut out our mittens and put them up to try and find the matches.
After talking about symmetry for our shape snowflakes and looking closely at snowflakes. We created our own symmetry mittens. We each drew and coloured our own pair of matching mitten paying close attention to our colours and lines to make them symmetrical. We then cut out our mittens and put them up to try and find the matches.
The letter L l
We learned the letter L l this week. We thought of many words that begin with L l, learned the song, action and sound of L l and practiced printing L l in our letter books. Our Jolly phonics video is posted under the links section or in last weeks post.
In our letter book it asked:
What words begin with an L sound: Log, grapes, lemon an leaf?
We learned the letter L l this week. We thought of many words that begin with L l, learned the song, action and sound of L l and practiced printing L l in our letter books. Our Jolly phonics video is posted under the links section or in last weeks post.
In our letter book it asked:
What words begin with an L sound: Log, grapes, lemon an leaf?
January 16th-20th
The Mitten
This week we read the story, The Mitten by Jan Brett. We read this amazing story as a read aloud. We talked about some descriptive words in the story. We also made many predictions throughout the story.
For example, when Niki dropped his mitten in the snow: What do you think is going to happen?
We also acted out the story using animal props. We pretended to be the characters and acted while the story was being read. One of their favourtite parts was when the bear sneezed and the animals scattered in all directions.
This week we read the story, The Mitten by Jan Brett. We read this amazing story as a read aloud. We talked about some descriptive words in the story. We also made many predictions throughout the story.
For example, when Niki dropped his mitten in the snow: What do you think is going to happen?
We also acted out the story using animal props. We pretended to be the characters and acted while the story was being read. One of their favourtite parts was when the bear sneezed and the animals scattered in all directions.
Snowman names
We practiced printing our names in Kindergarten printing. We were also looking at how many letters are in our name. We compared names to see the different amounts of letters in our names.
Some us have 3 letters in our names and other friends have 8 letters in their name.
We added details to our snowmen using our imagination. Miss. Babineau's snowman had glasses :).
We practiced printing our names in Kindergarten printing. We were also looking at how many letters are in our name. We compared names to see the different amounts of letters in our names.
Some us have 3 letters in our names and other friends have 8 letters in their name.
We added details to our snowmen using our imagination. Miss. Babineau's snowman had glasses :).
We have also been using our names in 10 frames as part of our citizen of the day.
Each day we put the citizen of the days name in a 10 frame to see how many letters are in their name. We then figure out how many more we would need to make 10.
Lynley has 6 letters in her name
6 and 4 make 10
Each day we put the citizen of the days name in a 10 frame to see how many letters are in their name. We then figure out how many more we would need to make 10.
Lynley has 6 letters in her name
6 and 4 make 10
How tall is your tower ?
In this our class build towers with "snowballs" the challenge was to see who could build the tallest tower. There were great conversations around how to build the tower to make it the tallest.
Once they have built their tower they measure it with snap cube and write the number on the page.
In this our class build towers with "snowballs" the challenge was to see who could build the tallest tower. There were great conversations around how to build the tower to make it the tallest.
Once they have built their tower they measure it with snap cube and write the number on the page.
The letter U
We learned the letter 'u' this week.
Please continue to practice letter sounds, names and printing.
We have learned the letters s, a, t, p, i, n, c, k, m, h, r, g, o and u.
Attached below is the Jolly phonics letter videos. They are in the order we have learned. I have also posted the video under the links tab.
We learned the letter 'u' this week.
Please continue to practice letter sounds, names and printing.
We have learned the letters s, a, t, p, i, n, c, k, m, h, r, g, o and u.
Attached below is the Jolly phonics letter videos. They are in the order we have learned. I have also posted the video under the links tab.
Snowflakes
We looked more closely at the snow this week. We talked about Snowflake Bentley, who figured out how to take pictures of tiny snowflakes. We looked closely at pictures of snowflakes that were taken with microscope.
We noticed some features of snowflakes.
-They all had 6 sides
-They were symmetrical
-They had many details
-They were all different (unique)
We then made our own snowflakes using pattern block shapes. Each of our snowflakes showed symmetry and had 6 side, but they were all wonderfully unique.
We looked more closely at the snow this week. We talked about Snowflake Bentley, who figured out how to take pictures of tiny snowflakes. We looked closely at pictures of snowflakes that were taken with microscope.
We noticed some features of snowflakes.
-They all had 6 sides
-They were symmetrical
-They had many details
-They were all different (unique)
We then made our own snowflakes using pattern block shapes. Each of our snowflakes showed symmetry and had 6 side, but they were all wonderfully unique.
January 9th- 13th
I am unique
We talked about how we are all special and unique. We brainstormed ideas about all of the things that we are good at. We noticed that different people are good at different things. Some of us said we are good at some of the same things. It was hard to choose (because we are good at so many things) but, we chose one things we are good at to represent in our journals.
We talk about adding colour and detail to our journal drawings. We also talked about how the details help us tell a story, much like the illustrations in the books we read help us read the story.
We added letters and words to our journals using the letter sounds we know.
We have very talented people in our class that are good at all kinds of things including:
-taking care of my dog
-doing the laundry
-painting
-building lego
-playing with my brother
-swimming under water
-baseball
and -sledding
We talked about how we are all special and unique. We brainstormed ideas about all of the things that we are good at. We noticed that different people are good at different things. Some of us said we are good at some of the same things. It was hard to choose (because we are good at so many things) but, we chose one things we are good at to represent in our journals.
We talk about adding colour and detail to our journal drawings. We also talked about how the details help us tell a story, much like the illustrations in the books we read help us read the story.
We added letters and words to our journals using the letter sounds we know.
We have very talented people in our class that are good at all kinds of things including:
-taking care of my dog
-doing the laundry
-painting
-building lego
-playing with my brother
-swimming under water
-baseball
and -sledding
Snow
We talked about snow this week. We put on our science hats to complete a science expirement.
We brought snow into our classroom for center time and used our gloves to build with it. We looked at the snow when we first brought it into our room and again at the very end of the day. At the end of the day the snow did not look the same as it did when we first brought it inside.
I asked the question: What happened to the snow?
A great discussion emerged around melting snow.
Comments included:
-It melted when its inside -It went into pieces
-Inside it's hot - The sun came in the window and melted it
-It's too hot in school -It's melting because it's hot in here
-heat got into the water in the snow - It's starting to get warm out
-Maybe when you scoop it up in cups it melts the snow -When summer comes the sun melts the snow
-Maybe our gloves make it melt
We the made a snowball from some of the snow and put it in a bowl to leave in the classroom over night.
We came back and looked at the bowl the next day. We saw that it had all melted! We also saw that it looked like there was dirt in the melted snow.
We will continue to investigate snow more closely next week ....
We talked about snow this week. We put on our science hats to complete a science expirement.
We brought snow into our classroom for center time and used our gloves to build with it. We looked at the snow when we first brought it into our room and again at the very end of the day. At the end of the day the snow did not look the same as it did when we first brought it inside.
I asked the question: What happened to the snow?
A great discussion emerged around melting snow.
Comments included:
-It melted when its inside -It went into pieces
-Inside it's hot - The sun came in the window and melted it
-It's too hot in school -It's melting because it's hot in here
-heat got into the water in the snow - It's starting to get warm out
-Maybe when you scoop it up in cups it melts the snow -When summer comes the sun melts the snow
-Maybe our gloves make it melt
We the made a snowball from some of the snow and put it in a bowl to leave in the classroom over night.
We came back and looked at the bowl the next day. We saw that it had all melted! We also saw that it looked like there was dirt in the melted snow.
We will continue to investigate snow more closely next week ....
The letter O o
We learned the letter O o this week. Our action for remembering the letter o is pretending to turn on and off a light switch while making the sound of the letter 'o'.
We now know the letters and sounds:
s, a, t, p, i, n, c, k, e, h, r, m, d, g and o.
Please continue to practice these letter sounds at home. It is also great to think of words starting with these letters and practice printing these letters.
We thought of words that begin with o such as:
Octopus, on, off,
We learned the letter O o this week. Our action for remembering the letter o is pretending to turn on and off a light switch while making the sound of the letter 'o'.
We now know the letters and sounds:
s, a, t, p, i, n, c, k, e, h, r, m, d, g and o.
Please continue to practice these letter sounds at home. It is also great to think of words starting with these letters and practice printing these letters.
We thought of words that begin with o such as:
Octopus, on, off,
Math
In math we have been working on numbers between 1 and 10. We have been working on counting forwards and backwards starting anywhere between 1 and 10. We have also been talking about what number comes before and after other numbers.
We continued to work on one-to one correspondence this week to count disks. We talked about using our finger and moving the disks to count accurately. We played a game where students had 7 2 colourerd disks in a container. They dumped put the disks on the table and recorded how many of the 7 disks landed on the red side and how many of the 7 disks landed on the white side. Students noticed that sometimes when they dumped the counters, the same amount were red and white and other times they were different.
In math we have been working on numbers between 1 and 10. We have been working on counting forwards and backwards starting anywhere between 1 and 10. We have also been talking about what number comes before and after other numbers.
We continued to work on one-to one correspondence this week to count disks. We talked about using our finger and moving the disks to count accurately. We played a game where students had 7 2 colourerd disks in a container. They dumped put the disks on the table and recorded how many of the 7 disks landed on the red side and how many of the 7 disks landed on the white side. Students noticed that sometimes when they dumped the counters, the same amount were red and white and other times they were different.
Sequencing
We talked about sequencing like telling a story. At this center students worked to colour cut and glue the pictures of a snowman being built in the correct order. Students cut out the 6 pieces and glued them in order of event.
We talked about sequencing like telling a story. At this center students worked to colour cut and glue the pictures of a snowman being built in the correct order. Students cut out the 6 pieces and glued them in order of event.
more centers
January 3rd- 6th
Welcome back! We were very excited too see all of our classmates on Tuesday. We shared stories and memories from winter break with each other. We talked about some of our memories as a group and depicted these ideas in our journals. Our class used pictures and letters/words to share our thoughts. We are continuing to use colour and detail in our drawings and using letter sounds we know to add words to our pictures.
Math
In math we have been working on number sense, looking at what number comes before and after other numbers. For example, we look at our calendar and talk about what number comes after 6, or what number comes before 8? We have also been working on couting inbetween 1 and 10 forwards and backwards starting at any number.
Below are pictures from our missing mittens activity. We were trying to figure out which number was missing. Some of the numbers missing were at the front, some in the middle and some were the 3rd number.
In math we have been working on number sense, looking at what number comes before and after other numbers. For example, we look at our calendar and talk about what number comes after 6, or what number comes before 8? We have also been working on couting inbetween 1 and 10 forwards and backwards starting at any number.
Below are pictures from our missing mittens activity. We were trying to figure out which number was missing. Some of the numbers missing were at the front, some in the middle and some were the 3rd number.
We have also continued to work on subatizing (recognizing groups of dots at a glance, without couting). We noticed that some people figure out the dot arrangement in different ways. We learned from our friends diffenent ways to see the same number while subatizing.
For eample: . .
. . some people might see 4 because it looks like 4 on a dice. Other people might see 2 dots on top and 2 dots on the bottom. Some one else might see that it looks like 5 with one dot missing. Someone else might see 2 dots on the right and 2 on the left to make 4.
For eample: . .
. . some people might see 4 because it looks like 4 on a dice. Other people might see 2 dots on top and 2 dots on the bottom. Some one else might see that it looks like 5 with one dot missing. Someone else might see 2 dots on the right and 2 on the left to make 4.
The letter G g
We looked at the letter g today. We learned the sog, action, sound and how to print the letter g. When writing a g. We first draw a magic 'c' and the go back to the top and draw a long line with a curve. We talked about how 'g' is a fishing letter so it goes below our printing line.
We have now learned the letters
s, a, t, i, p, n, c, k, e, h, r, d and g. It's great to practie printing with correct pencil grip at home as well and naming the sounds of the letters and thinking of words that begin with these letters. We are notcing lots of letters and words in our classroom environement. We are putting these sounds together to sound out some words as a group.
We looked at the letter g today. We learned the sog, action, sound and how to print the letter g. When writing a g. We first draw a magic 'c' and the go back to the top and draw a long line with a curve. We talked about how 'g' is a fishing letter so it goes below our printing line.
We have now learned the letters
s, a, t, i, p, n, c, k, e, h, r, d and g. It's great to practie printing with correct pencil grip at home as well and naming the sounds of the letters and thinking of words that begin with these letters. We are notcing lots of letters and words in our classroom environement. We are putting these sounds together to sound out some words as a group.
Winter
We began explore with winter animals and themes this week. We created stories with arctic animals and each created a pastel and watercolour art piece by drawing either a polar bear or a snow man. We first used pencil to draw a detailed drawing. We then colured our whole drawing in with white pastel. The next day we talked about water colour paint and colur mixing. During centers each child added a ground and a sky to their art piece choosing different colur families for their sky an ground. Children similar colours in each sky and ground section and blended them.
We began explore with winter animals and themes this week. We created stories with arctic animals and each created a pastel and watercolour art piece by drawing either a polar bear or a snow man. We first used pencil to draw a detailed drawing. We then colured our whole drawing in with white pastel. The next day we talked about water colour paint and colur mixing. During centers each child added a ground and a sky to their art piece choosing different colur families for their sky an ground. Children similar colours in each sky and ground section and blended them.
Centers
Skating with the Bears by Andrew Breakspeare
One great story we read was Skating with the Bears by Andrew Breakspeare. During this story we talked about persiting when something that we want to do may not be easy. In this case of the story, it was skating. We talked about how it is good to try and make mistakes and try again! We can problem solve and practice to learn many new skills :).
One great story we read was Skating with the Bears by Andrew Breakspeare. During this story we talked about persiting when something that we want to do may not be easy. In this case of the story, it was skating. We talked about how it is good to try and make mistakes and try again! We can problem solve and practice to learn many new skills :).
Dec. 5th- 9th
Centers
Plastercine trees and gingerbread man
Plastercine trees and gingerbread man
Math game
Students played this math game with one other classmate. The goal of this game it to be the first player to fill up their whole tree or mitten.
How to play: 1. Roll the dice and subatize (recognize the number at a glance) on the die
2. Place the correct number of jewels on your tree/mitten
3. Wait for our partner to finish
4. Roll the die again until one person has filled their whole tree/mitten
While playing this game, we have been using math language such as, " I rolled a 5", "I know that number is 5 because...." "I need to add 5 more jewels to my tree", "I need 3 more jewels to fill my tree"
Students played this math game with one other classmate. The goal of this game it to be the first player to fill up their whole tree or mitten.
How to play: 1. Roll the dice and subatize (recognize the number at a glance) on the die
2. Place the correct number of jewels on your tree/mitten
3. Wait for our partner to finish
4. Roll the die again until one person has filled their whole tree/mitten
While playing this game, we have been using math language such as, " I rolled a 5", "I know that number is 5 because...." "I need to add 5 more jewels to my tree", "I need 3 more jewels to fill my tree"
Step by step drawing
Letter hunt
We have leanred many letter and letter sounds. This week at centers we had letters hidden around our classroom. Students worked with each other to search and find the letters. When they found a letter they drew the corrisponding picture under the matching letter on their sheet.
The next day the letters moved to a new hiding spot. There were some great conversations that arose around working together to find letters, explaining to others where letters where hidden and talking about letter names and sounds.
We have leanred many letter and letter sounds. This week at centers we had letters hidden around our classroom. Students worked with each other to search and find the letters. When they found a letter they drew the corrisponding picture under the matching letter on their sheet.
The next day the letters moved to a new hiding spot. There were some great conversations that arose around working together to find letters, explaining to others where letters where hidden and talking about letter names and sounds.
The letter M m
Math Trees
Ornaments
We talked about designing and ornaments with many diffeent designs
We first used small paint brushes to design our ornament. The next day we added an evergreen tree branch to finish our artwork.
We talked about designing and ornaments with many diffeent designs
We first used small paint brushes to design our ornament. The next day we added an evergreen tree branch to finish our artwork.
Nov. 28th- Dec. 1st
Letters
We have continued to work on our letters this week.
We have now learned the letters:
s, a, t, i, p, n, c, k, h and r.
It's great to chat about these letters at home. We are working on the names of the letters, the letter sounds and printing the letters.
We also have a new letter center at our light table. We used different sizes of straight and curved lines to build our letters.
When I grow up..
We have had many different people come and teach us about different occupations. We have had a visit form a chef, a police officer, a RCMP officer, a nurse and a dentist. This week we discussed the question "What do you want to be when you grow up?". We thought about different jobs we might like to do, we then shared our ideas with the people around us, and finally came together as a whole group talking about some of our ideas.
We then looked at drawing a self portrait. I showed our class a number of pictures and asked then what occupation they thought that person had. I then asked them how they knew what that persons job was without someone telling them. We alked about the clothes/ uniform the person was wearing and the 'tools' they has for their job.We wanted to do the same thing in our self portrait so we chose colours that represented what we wanted to be when we grew up and added details that showed what our occupation was.
We have had many different people come and teach us about different occupations. We have had a visit form a chef, a police officer, a RCMP officer, a nurse and a dentist. This week we discussed the question "What do you want to be when you grow up?". We thought about different jobs we might like to do, we then shared our ideas with the people around us, and finally came together as a whole group talking about some of our ideas.
We then looked at drawing a self portrait. I showed our class a number of pictures and asked then what occupation they thought that person had. I then asked them how they knew what that persons job was without someone telling them. We alked about the clothes/ uniform the person was wearing and the 'tools' they has for their job.We wanted to do the same thing in our self portrait so we chose colours that represented what we wanted to be when we grew up and added details that showed what our occupation was.
Patterns
We have continued to talk about patterns this week. Making sure that our patterns repeat.
We make actions patterns, shape patterns, patterns with blocks, patterns with colour and look to find patterns in our environment.
We have continued to talk about patterns this week. Making sure that our patterns repeat.
We make actions patterns, shape patterns, patterns with blocks, patterns with colour and look to find patterns in our environment.
Nov. 21st- 24th
Race to trace
At center time students worked to play a math game together. In this game student each have their own dice, race to trace page and a dry erase marker. In this game student continue to roll the die and trace the number of their roll until one player has filled their whole sheet. In this game we are working on number recognition and subatizing (seeing groups of numbers at a glance without counting such as on a dice). We have also been working on the math language of before and after. What number comes before 5? What number comes after 2?
At center time students worked to play a math game together. In this game student each have their own dice, race to trace page and a dry erase marker. In this game student continue to roll the die and trace the number of their roll until one player has filled their whole sheet. In this game we are working on number recognition and subatizing (seeing groups of numbers at a glance without counting such as on a dice). We have also been working on the math language of before and after. What number comes before 5? What number comes after 2?
Printing letters
We practiced writing the letter we learned this week on chalkboards as a group. We worked on letter formation, and talked about tall letters, small letters and fishing letters. Ask your child "Where do we start our letters?"....... "At the top!!", with a few exceptions.We then worked as a group to combine letters and write some words using the letter sounds we know. We have been practicing using our letter sounds to sound out words such as: sat, nap, sit, pan, pin, pat, net, nap, cat, can.
We practiced writing the letter we learned this week on chalkboards as a group. We worked on letter formation, and talked about tall letters, small letters and fishing letters. Ask your child "Where do we start our letters?"....... "At the top!!", with a few exceptions.We then worked as a group to combine letters and write some words using the letter sounds we know. We have been practicing using our letter sounds to sound out words such as: sat, nap, sit, pan, pin, pat, net, nap, cat, can.
My Shape Pizza
A chef came to our class to visit on Monday and talked about her job. She talked about using ingredients to make different meals and desserts. She then showed us how to make sugar cookies. We talked about following a recipe and looked closely at ingredients such as vanilla. Our chef visiter passed a vanilla bean around for us to smell and showed us a reaction with baking soda and vinegar to show us how cookies rise in the oven.
The next day we continued our discussion around food. We talk about where does food come from?
Some ideas were: stores, grocery stores, trucks that bring food to stores. We then talked about how there are people who grow foods such as lettuce, tomatos and potatoes. Linked below is a video we watched about food being grown on a farm, and then brought to a market for families like our to go and buy.
At center time we made our own shape pizzas.
We talked about reading the colour words: red, yellow and green. We coloured each colour word to help us read our sentence. Each child then created their own shape pizza using pepperoni, pineapple and green pepper.
After building our pizza we needed to complete our sentences filling in the number of each ingredient that we used.
A chef came to our class to visit on Monday and talked about her job. She talked about using ingredients to make different meals and desserts. She then showed us how to make sugar cookies. We talked about following a recipe and looked closely at ingredients such as vanilla. Our chef visiter passed a vanilla bean around for us to smell and showed us a reaction with baking soda and vinegar to show us how cookies rise in the oven.
The next day we continued our discussion around food. We talk about where does food come from?
Some ideas were: stores, grocery stores, trucks that bring food to stores. We then talked about how there are people who grow foods such as lettuce, tomatos and potatoes. Linked below is a video we watched about food being grown on a farm, and then brought to a market for families like our to go and buy.
At center time we made our own shape pizzas.
We talked about reading the colour words: red, yellow and green. We coloured each colour word to help us read our sentence. Each child then created their own shape pizza using pepperoni, pineapple and green pepper.
After building our pizza we needed to complete our sentences filling in the number of each ingredient that we used.
Building a Community
We began talking about what a community is this week. How our class is a community, Kindergarten is a community, our school is a community and our neighborhood is a community.
We talked about how communities work together, the same as we work together in our class. We learn together, share together and are kind to everyone in our community.
We then talked about building our own community. We first talked about all of the building we see in our community, such as houses, offices, stores, police and fire stations and many more.
Each student thought about what they would like to build, shared it with the people around them and then we brought our ideas together as a class.
Our first step to building was our design. We talked about the community helper job of an architect. We drew up our own blue prints of our building designs just like an architect does.
With our blue prints ready we used a number of materials to begin building our communities. We worked together to solve problems, figure out what materials might work, what our buildings needed, what shape our building would be and if any changes needed to be made.
We are still in the building process.
We also took to our journals this week to look at our community under construction. Each student drew in their journal something else our community might need with all of our buildings. Students came up with ideas such as:
-roads
-people
-zoo
-park
-trains
-cars
-stop signs
-moutains
We began to add words to our journal pictures listening for beginning sounds in words. Such as "What letter do you think the word car begins with?" or what letter sounds to you hear when you sat the word 'stop'?"
We began talking about what a community is this week. How our class is a community, Kindergarten is a community, our school is a community and our neighborhood is a community.
We talked about how communities work together, the same as we work together in our class. We learn together, share together and are kind to everyone in our community.
We then talked about building our own community. We first talked about all of the building we see in our community, such as houses, offices, stores, police and fire stations and many more.
Each student thought about what they would like to build, shared it with the people around them and then we brought our ideas together as a class.
Our first step to building was our design. We talked about the community helper job of an architect. We drew up our own blue prints of our building designs just like an architect does.
With our blue prints ready we used a number of materials to begin building our communities. We worked together to solve problems, figure out what materials might work, what our buildings needed, what shape our building would be and if any changes needed to be made.
We are still in the building process.
We also took to our journals this week to look at our community under construction. Each student drew in their journal something else our community might need with all of our buildings. Students came up with ideas such as:
-roads
-people
-zoo
-park
-trains
-cars
-stop signs
-moutains
We began to add words to our journal pictures listening for beginning sounds in words. Such as "What letter do you think the word car begins with?" or what letter sounds to you hear when you sat the word 'stop'?"
Nov. 14th-18th
The Letter Ee
We looked at the letter e this week. We learned our letter 'e' song and the actions for 'e', cracking an egg. We thought of words that begin with 'e' and continued to put our letter sounds together and sounds out words as a group. We are looking for letters in our morning/afternoon messages, in our calendar and at centers. We are hearing sounds when communicating and working with others. We talked about each letter having a sound and sounding out words first by recognizing each sound and then sliding the sounds together. For example, we look at the word cat, we say "c says ccc", a says 'aaa', t says 'ttt', together we can slide the sounds together c--a--t, c-a-t, cat.
We reviewed recognizing the letters and letter sounds for all of the letters we have looked at:
s, a, t, i, p, n, c, k and e
It would be great to practice writing, recognizing and saying the letter sounds for these letters. We also try to think of words that start with these letters, hearing the begging sounds of different words.
We looked at the letter e this week. We learned our letter 'e' song and the actions for 'e', cracking an egg. We thought of words that begin with 'e' and continued to put our letter sounds together and sounds out words as a group. We are looking for letters in our morning/afternoon messages, in our calendar and at centers. We are hearing sounds when communicating and working with others. We talked about each letter having a sound and sounding out words first by recognizing each sound and then sliding the sounds together. For example, we look at the word cat, we say "c says ccc", a says 'aaa', t says 'ttt', together we can slide the sounds together c--a--t, c-a-t, cat.
We reviewed recognizing the letters and letter sounds for all of the letters we have looked at:
s, a, t, i, p, n, c, k and e
It would be great to practice writing, recognizing and saying the letter sounds for these letters. We also try to think of words that start with these letters, hearing the begging sounds of different words.
Post office center
We learned about the occupation of a mail carrier this week. We talked about how letter and packages are sent all around the world and delivered by people that work at the post office, called mail carriers. We talked about the words: mail, post office, mail carrier, stamp, envelope. We then learned how to write a letter, adding details such as using the words to and from. Adding a drawing or a message inside the letters. Placing the letters in envelopes and addressing them, and adding a stamp before placing the letter in the mail box for delivery.
We learned about the occupation of a mail carrier this week. We talked about how letter and packages are sent all around the world and delivered by people that work at the post office, called mail carriers. We talked about the words: mail, post office, mail carrier, stamp, envelope. We then learned how to write a letter, adding details such as using the words to and from. Adding a drawing or a message inside the letters. Placing the letters in envelopes and addressing them, and adding a stamp before placing the letter in the mail box for delivery.
Dentist
Our class discussed ways in which we use our teeth such as for chewing, eating, smiling and talking.
We talked about how we have 20 teeth, 10 on the top and 10 on the bottom. We talked about counting in math and using our finger to help us track the number as we count. Our finger helps us to touch one item at a time to keep track as we count up to 10.
At this center, students added 10 teeth to the top and 10 teeth to the bottom of their paper smile. Student counted to ensure they had 10 on the top and 10 on the bottom, or 20 all together. each child then added their own eyes and nose to their picture and filled in the sentence at the bottom writing the numeral 10.
Our class discussed ways in which we use our teeth such as for chewing, eating, smiling and talking.
We talked about how we have 20 teeth, 10 on the top and 10 on the bottom. We talked about counting in math and using our finger to help us track the number as we count. Our finger helps us to touch one item at a time to keep track as we count up to 10.
At this center, students added 10 teeth to the top and 10 teeth to the bottom of their paper smile. Student counted to ensure they had 10 on the top and 10 on the bottom, or 20 all together. each child then added their own eyes and nose to their picture and filled in the sentence at the bottom writing the numeral 10.
X-ray
This week we also talked about an x-ray as part of our community helpers unit and discussions around the occupations of nurses and doctors. We talked about an x-ray as a large camera that takes pictures of our bones. We looked at real pictures of x-rays and looked closely at the x-rays of hands. We saw the bones in fingers and arms.
With their hand traces, each child added the bones to their hand and wrist to complete their x-ray. Each student wrote x-ray and their name (in Kindergarten printing) on their x-ray.
This week we also talked about an x-ray as part of our community helpers unit and discussions around the occupations of nurses and doctors. We talked about an x-ray as a large camera that takes pictures of our bones. We looked at real pictures of x-rays and looked closely at the x-rays of hands. We saw the bones in fingers and arms.
With their hand traces, each child added the bones to their hand and wrist to complete their x-ray. Each student wrote x-ray and their name (in Kindergarten printing) on their x-ray.
Nov. 7th-10th
Community Helpers
This week our block center was transformed into a doctors office. We read a story about a doctor who told us about what a day working as a looks like. Our class took on roles during center time as a patient, nurse, doctor and administrator. We worked on communication and expressing ourselves when visiting the doctor. Patients come to the administration desk and the person working there asks them why they are visiting today? The patient explains the reason for their visit. The administrator fills out a form with the patients name, the date and circles the problem and then sends the patient back to see the nurse and doctor. The doctor also has a form noting the reason for a visit and some things that might help the patients such as a bandage, x-ray or rest. The nurse and doctor then help their patient.
This week our block center was transformed into a doctors office. We read a story about a doctor who told us about what a day working as a looks like. Our class took on roles during center time as a patient, nurse, doctor and administrator. We worked on communication and expressing ourselves when visiting the doctor. Patients come to the administration desk and the person working there asks them why they are visiting today? The patient explains the reason for their visit. The administrator fills out a form with the patients name, the date and circles the problem and then sends the patient back to see the nurse and doctor. The doctor also has a form noting the reason for a visit and some things that might help the patients such as a bandage, x-ray or rest. The nurse and doctor then help their patient.
We also opened a construction center this week. Students worked to build different things such as towns, stables, and chairs using blocks and tools. Students thought about what they wanted to build, what design they wanted, what blocks to use (sizes, and shapes). Sometimes students had to re-design or change how they were building to fit their goal. Students worked together to use tools and finish their building by pretending to paint their building.
We talked about what job a construction worker does and some of the tools a construction worker uses to do their job.
We talked about what job a construction worker does and some of the tools a construction worker uses to do their job.
A police officer came to visit our class this week. She told us about her uniform, about her job and the tools (such as a radio, flash light and keys) she uses for her job. She showed us some pictures of police cars, police dogs and some of the many jobs that police officers to to keep us safe in Calgary. Students looked at a police officers uniform and badge so that they are able to identify a police officer in their community.
Our grocery store opened as well. We will soon think of a name for our class grocery store!
We took on roles in the grocery store such as the person shopping and the grocer working at the store. The grocer rang in all of the food the customer wanted to purchase and gave them a price. The customer the packed up their groceries.
We took on roles in the grocery store such as the person shopping and the grocer working at the store. The grocer rang in all of the food the customer wanted to purchase and gave them a price. The customer the packed up their groceries.
Letter Cc and Kk
We worked on our new letters c and k this week. In Kindergarten, the letters c and k both make the same sound of 'ck'. We learned our new actions and songs for these letters and practiced writing these letters in our letter books.
We now know the letter sounds for the letters: s, a, t, i, p, n, c and k.
We are beginning to put these letter sounds together as a group to sound out words.
We are noticing many of the letters in words that we know the sounds of.
For example: when we do our calendar we read the sentence "What day of the week is it today"? We noticed that we know the letters sounds to read the word "is" and "it".
We also practiced sounding out words such as cat, sat, tin, sit and pan.
Please continue to practice the letter games at home, having your child say the letter name and sound when playing memory. Practice sounding out words together on our word list.
Our class is doing a great job haring lots of beginning sounds when speaking, listening and in text.
We worked on our new letters c and k this week. In Kindergarten, the letters c and k both make the same sound of 'ck'. We learned our new actions and songs for these letters and practiced writing these letters in our letter books.
We now know the letter sounds for the letters: s, a, t, i, p, n, c and k.
We are beginning to put these letter sounds together as a group to sound out words.
We are noticing many of the letters in words that we know the sounds of.
For example: when we do our calendar we read the sentence "What day of the week is it today"? We noticed that we know the letters sounds to read the word "is" and "it".
We also practiced sounding out words such as cat, sat, tin, sit and pan.
Please continue to practice the letter games at home, having your child say the letter name and sound when playing memory. Practice sounding out words together on our word list.
Our class is doing a great job haring lots of beginning sounds when speaking, listening and in text.
Remembrance Day
We created Remembrance Day art with pastels after talking about Remembrance Day. We talked about remembering and that poppies help us remember. We completed a sentence through copying scribed text. Our sentence read: "A poppy is for peace".
Our pastel Remembrance Day art turned out fantastic. We worked hard at adding layers of colour and then using our fingers to smudge the colours to create depth. We thought about how when we look at the sky we see many colour blue and white. We mixed these colours together in our art by smudging them. We then added poppies to the green field and completed our sentence underneath.
We created Remembrance Day art with pastels after talking about Remembrance Day. We talked about remembering and that poppies help us remember. We completed a sentence through copying scribed text. Our sentence read: "A poppy is for peace".
Our pastel Remembrance Day art turned out fantastic. We worked hard at adding layers of colour and then using our fingers to smudge the colours to create depth. We thought about how when we look at the sky we see many colour blue and white. We mixed these colours together in our art by smudging them. We then added poppies to the green field and completed our sentence underneath.
Centers:
1. Letter books
2. math: matching numerals to objects and writing numbers
3. Florist center
1. Letter books
2. math: matching numerals to objects and writing numbers
3. Florist center
Oct. 31st- Nov. 4th
Small Worlds
Our small world center invited creativity and collaboration. Our class engaged with loose parts when asked the question: "What story can you tell"? Children engaged in conversations about their worlds manipulating materials to create their small world. Children took talked about their world with Miss. Babineau and their classmates.
Literacy
We have learned the letters s, a, t, i, p and n. We looked at the letter name, letter sound and letter formation of each of these letters. We continued to talk about how each of these letters make sounds, and we put these sounds together to make words.
We know all of the letter sounds for words such as sat, sit and pat. During center time we are listening for letter sounds we know in text, and conversations. We are beginning to make connections when hearing these letter sounds in words. For example, some children recognize letters sounds from their siblings names, or the ask about 'sssnack' and hear the 'sss' sound.
Practice the letters sounds at home for each of these letters. s, a, t, i, p and n.
We learned an action and a song for each letter sound.
We know all of the letter sounds for words such as sat, sit and pat. During center time we are listening for letter sounds we know in text, and conversations. We are beginning to make connections when hearing these letter sounds in words. For example, some children recognize letters sounds from their siblings names, or the ask about 'sssnack' and hear the 'sss' sound.
Practice the letters sounds at home for each of these letters. s, a, t, i, p and n.
We learned an action and a song for each letter sound.
One of our favourite stories this week was called:
One Odd Old Owl by Paul S. Adshead
Ask your child about this book.
What was the owl doing?
What did all of the other birds try to do?
What did you like best about the story?
Tell me about the story.
One Odd Old Owl by Paul S. Adshead
Ask your child about this book.
What was the owl doing?
What did all of the other birds try to do?
What did you like best about the story?
Tell me about the story.
Both with a felt board and with actions we learned the poem Five Little Pumpkins.
Our felt board was also used during busy hands where students re-told the poem with felt pumpkins.
Our felt board was also used during busy hands where students re-told the poem with felt pumpkins.
Oct. 24th-28th
Pumpkins
As a class we tired to guess what would happen if we mixed red and yellow paint together. There were many guesses including, pink, red, grey, brown, orange and purple. At center time each of us were able to try this experiment for ourselves. A squirt of yellow and red paint was put onto finger paint paper and each child mixed the colours together with their hands. We discovered that red + yellow = orange
Our orange paper were then used to create our very own pumpkin faces. Each child designed their own face using varies colours and sizes of paper after cutting their paper into a pumpkin shape. Students used scissors to cut their paper into the shapes they wanted and glued these pieces onto their orange pumpkin to design a face.
Our pumpkins our so wonderfully different and include very thought out details such as eye lashes, eyebrows, mustaches and hair. Some pumpkins are meant to be scary, others cute or silly.
Our orange paper were then used to create our very own pumpkin faces. Each child designed their own face using varies colours and sizes of paper after cutting their paper into a pumpkin shape. Students used scissors to cut their paper into the shapes they wanted and glued these pieces onto their orange pumpkin to design a face.
Our pumpkins our so wonderfully different and include very thought out details such as eye lashes, eyebrows, mustaches and hair. Some pumpkins are meant to be scary, others cute or silly.
Journals - Pumpkin Town
While reading the story Pumpkin Town by Katie Mcky we talked making predictions while reading. We reading to make predictions about what would happen next in the story. The story gave us clues to make a good guess as to what might occur in the story. We learned that it is important to listen to our friends ideas because they might have some predictions that are different from our own.
We also made predictions at the end of this story because the story leaves room for imagination with it's conclusion.
We also made predictions at the end of this story because the story leaves room for imagination with it's conclusion.
During center time, we took to our journals to depict our favourite part of the story, Pumpkin Town. We used our verbal retelling to share our favourite part and drew a picture to show a scene from the book that we enjoyed.
Silly socks
Letter T
We learned that the letter T says "t, t, t". We talked about our action for the letter T, our head moves back and forth as if we were watching a tennis game. We worked in our letter books to practice printing a lower case letter t. We also reviewed writing the lower case letters 's' and 'a'. Ask your child what sound the letter s, a and t make!
We talked about how each letter makes a sound. When these sounds are put together they form words. We looked at the letter sounds we know "s, a and t' and discovered we can read the words 'at' and 'sat', we know all of the letter sounds!
We said each letter sound for the letter 's, a, t' and the put them together to read 'sat' !
We talked about how each letter makes a sound. When these sounds are put together they form words. We looked at the letter sounds we know "s, a and t' and discovered we can read the words 'at' and 'sat', we know all of the letter sounds!
We said each letter sound for the letter 's, a, t' and the put them together to read 'sat' !
Small world- story telling
Oct. 17th-21st
Owls
This week we had a lot of great discussions, observations and question when learning about owls. We began by talking about the parts of an owl. We learned the vocabulary:
beak
eyes
wings
feathers and
talons
when talking about owls.
Some ideas that our class had about owls in our initial discussion, included that owls:
"see in night", "are awake at night", "have sharp beaks to eat worms", "can fly", can fly up to branches and fly off", and "claws carry food",
We then began talking about owl eyes. We learned that owl cannot move their eyes like we can to see beside us. Owls need to turn their whole head to look around them. We practiced this as a class! One child brought up the idea that owls are awake at night, we talked about the word nocturnal. We then talked about the large size of the owls eyes help them to see well at night time.
Next, we talked about how owls use their ears as well as their eyes to find their food.
We watched a video of an owl eating a mouse and regurgitating a pellet.
new words:
regurgitation
pellet
prey
We watched a video of an owl eating a mouse and regurgitating a pellet.
new words:
regurgitation
pellet
prey
We watched videos, read books, had discussions, observed, drew and painted to aid in our learning of owls.
We also noticed in pictures that owls have a similar colour feathers to their surroundings as in the picture above. Owls use camoflauge.
We listened to the sound that owls make, we noticed that different owls make different sounds. Not just a hoot :).
This week we created an owl baby (owlet) art project.
We started with a collaboration painting in which children worked together to make a large piece of paper look like tree bark. To accomplish this children used paint and paint brushed, forks, toothbrushes and popsicle sticks. We used different colours and techniques to achieve a tree bark effect.
The next day we read the story Owl Babies by _____ . Children ripped the paper they created together to build their trees. Children added 2 or 3 owl babies on their tree using cotton balls paper and markers. Student cut out a moon for their art to show that it was night time.
We also noticed in pictures that owls have a similar colour feathers to their surroundings as in the picture above. Owls use camoflauge.
We listened to the sound that owls make, we noticed that different owls make different sounds. Not just a hoot :).
This week we created an owl baby (owlet) art project.
We started with a collaboration painting in which children worked together to make a large piece of paper look like tree bark. To accomplish this children used paint and paint brushed, forks, toothbrushes and popsicle sticks. We used different colours and techniques to achieve a tree bark effect.
The next day we read the story Owl Babies by _____ . Children ripped the paper they created together to build their trees. Children added 2 or 3 owl babies on their tree using cotton balls paper and markers. Student cut out a moon for their art to show that it was night time.
Owl observational and step by step drawing
ABC collaboration project
We worked together to create an alphabet for out room this year. We will use this alphabet for learning our letters and letter sounds. We can look at the straight lines and curved lines of different letters, which lower case letters are tall and which are small. Matching upper and lower case letters and letter formation.
As we completed letters we put them up on our wall and our class tried to figure out which letters are still missing. We now have almost our whole alphabet completed.
As we completed letters we put them up on our wall and our class tried to figure out which letters are still missing. We now have almost our whole alphabet completed.
The letter a
We continued with our Jolly Phonics literacy this week looking at the letter 'a'. We learned that a says 'aaaa'. We brainstormed words that begun with a, looked at the formation of 'a' and worked on the letter a in our letter books. To make the letter 'a' we start at the top, write a magic c and then add a short line.
Oct. 11th-14th
The letter s
We began our literacy program this week, starting with the letter 's'. Each letter we learn has a song and action to help us remember the sound. Our class helped complete the morning message filling in the missing 's' letters. We brainstormed all of the words beginning with 's' that we could this of. We learned our letter 's' song and action. We learned that 's' says 'sssssss'. At center time everyone completed their letter book, printing the letter 's' and figuring out which pictures begin with the letter 's'.
Our action for the letter 's' is to make the shape of an s with your finger in the air, while saying the sound 's' makes 'ssssss'.
Our action for the letter 's' is to make the shape of an s with your finger in the air, while saying the sound 's' makes 'ssssss'.
We kept our eyes and ears open for other signs of the letter 's'. Some children heard the letter 's' sound when reviewing our schedule in the morning in the word 'snack'. Some students heard 's' words when speaking to their friends. Other found 's' words in environmental print such as snack packaging, signs or on clothing.
Pumpkins
We talked about the lifecycle of a pumpkin. How do pumpkins grow? We watched a video and discussed what was happening and predicted what would come next. We noticed that the pumpkin begins as a seed. Our class said that the pumpkin needed sun and water to grow, like other plants. We saw a sprout appear from the soil and that a flower grew next. The last stage we discussed was the large orange pumpkin. We saw that they are many shapes and sizes of pumpkins. We each coloured the lifecycle of a pumpkin, cut out the four stages of growth and put them in order (sequencing). We glued our sequence on a headband to wear home.
Words:
grow
seed
sprout
flower
pumpkin
pumpkin patch
Words:
grow
seed
sprout
flower
pumpkin
pumpkin patch
Cutting with scissors
With our lifecycle of a pumpkin lesson we also talked about cutting. We have been working on making sure we hold our scissors with our thumb to the sky and using our other hand like a steering wheel to turn our paper.
With our lifecycle of a pumpkin lesson we also talked about cutting. We have been working on making sure we hold our scissors with our thumb to the sky and using our other hand like a steering wheel to turn our paper.
Pattern pumpkins
Continuing to work on patterning in math. We designed a pumpkin with a colour pattern. Some children chose an AB pattern such as dark orange, light orange, dark orange, light orange.. other chose an ABC pattern such as dark orange, light orange, brown, dark orange, light orange, brown.
After our pumpkins were coloured we carfully traced over the lines of our pumpkins with glue. We added textured detail to our pumpkins with colourful glitter.
After our pumpkins were coloured we carfully traced over the lines of our pumpkins with glue. We added textured detail to our pumpkins with colourful glitter.
Centers
Oct. 3rd- 6th
Journals: I am thankful for...
We had a discussion this week about what makes our hearts happy, or what are we thankful for. We talked about who, or what makes us feel happy. It was wonderful for our class to learn more about each person. We learned about each others families, siblings, pets and experiences. We each thought of one thing that we were thankful for and drew a picture to represent our idea in our journals.
Turkeys
We looked at images of turkeys and noticed that they were birds, with a beak and wings. We talked about all of the parts of a turkey including the wattle.
We then did a directed drawing each of our own turkey. Each child drew the head, beak, eyes, body, wings, back feathers, wattle, legs and feet on their turkey. They then added their own details. Each turkey turned out amazingly different. With each child bringing their own personality and details to their turkey.
We then did a directed drawing each of our own turkey. Each child drew the head, beak, eyes, body, wings, back feathers, wattle, legs and feet on their turkey. They then added their own details. Each turkey turned out amazingly different. With each child bringing their own personality and details to their turkey.
Math
This week we continued to work on our numbers 1-10. We looked at representing each numeral with objects such as coloured tiles on the light table and by drawing shapes. For example, I can draw three circles (0 0 0) next to the number 3. Using songs we have been counting from 1-10 and 10-1.
We have also continued to talk about patterns. We look for patterns in our environment, on ourselves and in our work. At home you can go on a pattern hunt and see what patterns you can find in nature and at home!
We have also continued to talk about patterns. We look for patterns in our environment, on ourselves and in our work. At home you can go on a pattern hunt and see what patterns you can find in nature and at home!
Below are pictures of our math centers this week. We played a math game at center time this week called 'Race to Fill the Cup'. In this game two people each have a cup to fill. Taking turns, one person at a time rolls the dice. They then place the corresponding amount of blocks in their cup. For example, if the rolled a five, they would count out 5 blocks to place in their cup. The game continues until one player has filled their cup.
We talked about a 10 frame for our other math center. 10 frames have 10 spaces and help us count.
I asked the question: How many letters are in your name?
We wrote our names in Kindergarten printing, one letter in each box. We then wrote our names in the 10 frame, one letter in each box. We then counted how many letters, using our 10 frame and wrote the number on our sheet.
We talked about a 10 frame for our other math center. 10 frames have 10 spaces and help us count.
I asked the question: How many letters are in your name?
We wrote our names in Kindergarten printing, one letter in each box. We then wrote our names in the 10 frame, one letter in each box. We then counted how many letters, using our 10 frame and wrote the number on our sheet.
Exploring leaves
Library
We will continue to have library each Wednesday. Please return library books every Monday.
Sept. 26th-30th
We have had a great fall week. This week we continued working on printing our names in Kindergarten printing. We have worked on scissors skills and holding our writing materials with a mature pencil grasp. We continued talking about the numbers 1-10 and recognizing groups of these numbers. This week we also began printing our numbers. Our class began sharing their 'me bags' this week, had our first library day and continued to learn dribbling, passing and collaboration skills at soccer. Please look below for photos and information of our week in Kindergarten.
Centers
BINGO
We played number BINGO as a class, working on following directions, number recognition and fine motor skills. Our class was very excited to search and colour in a numbered box when each number was called out.
Fall
With the season change we noticed the leaves falling from the tree. We went outside and looked for signs of fall. We found many leaves underneath trees in the school field. We saw different colours, shapes and sizes. Our class collected many leaves, pine cones and sticks that we put into our nature bucket.
We studied the leaves we collected. We learned how to draw the leaves looking closely at the shape. We added details to our drawings and then painted them with watercolour leaves. Our class choose colours and mixed some of their own colours to match the colours of their leaf.
We also completed leaf rubbings with some of our leaves.
Our class also completed an art project, creating their own fall tree. We looked at our leaves as well as photos of fall and fall trees. We talked about how to draw the trunk and branches of a tree. We thought of shapes that could help us with our drawing process. We then stamped leaves with tin foil.
We also completed leaf rubbings with some of our leaves.
Our class also completed an art project, creating their own fall tree. We looked at our leaves as well as photos of fall and fall trees. We talked about how to draw the trunk and branches of a tree. We thought of shapes that could help us with our drawing process. We then stamped leaves with tin foil.
Apples
At our apple science center children looked closely at apples and drew what they saw. We discovered seeds inside the apples and saw that they came in many shapes, sizes and colours. We also did apple prints.
During our discussion about apples one child wondered "how do apples turn to juice?" I turned this questions to the class and we tried to figure out the answer to this question as a class. We had many great ideas including: "put it in a blender", "squeeze it", "pick the apple off the tree and squish it", and "squeeze it out quickly into a post that has a hole in the bottom".
During our discussion about apples one child wondered "how do apples turn to juice?" I turned this questions to the class and we tried to figure out the answer to this question as a class. We had many great ideas including: "put it in a blender", "squeeze it", "pick the apple off the tree and squish it", and "squeeze it out quickly into a post that has a hole in the bottom".
The picture above shows us learning about ten frames. We identified the number in the apple and drew dots in the ten frame to match.
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After reading 'Ten Apples Up On Top' by Theo LeSieg, we talked about "what is a pattern". After making examples of patterns using items in the room and ourselves each child created their own pattern using 10 coloured apple shapes.
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Above is a photo of a math center we worked on this week. At this center children rolled a die and coloured in the apple with the matching number of dots.
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Names
We have been learning about our names! We have been working on recognition and printing.
Felt faces
We talked about what features you would need to add when creating a felt face. The same way we draw all of our features when drawing people. We talked about how different materials could be used in many different ways to add details and features to our felt faces. It was great to see the creativity and uniqueness of each felt face.
Patterns
As part of the math curriculum we began talking about patterns. We are identifying, reproducing, creating and extending patterns. We have made patterns with markers, with connecting blocks, with coloured pebbles and fall pieces (manipulatives).
We have talked about:
an "AB pattern" such as blue, red, blue, red.. or square, circle, square, circle...
and an "ABC pattern" such as red, blur, green, red, blue, green... or square, circle, triangle, square, circle, triangle...
an "AB pattern" such as blue, red, blue, red.. or square, circle, square, circle...
and an "ABC pattern" such as red, blur, green, red, blue, green... or square, circle, triangle, square, circle, triangle...
Welcome to Kindergarten
Our first week of school has been very exciting.
We are learning to:
- get ready for the day independently. (locating name hook, hanging belongings, handing in folders and information from home and putting on school shoes)
-recognize and print our name in Kindergarten printing. We will be writing our name with a capital first letter and lower case letters following. This would be great to practice at home as well. Our names will be printed as (Lynley) not (LYNLEY).
-Get to know each other! Spending time talking and working with many different classmates during center time. Using language to build our classroom community such as asking others to play and asking questions.
-Get ready for home at the end of school independently (put on and zip up jacket, put items in backpack and put on outdoor shoes)
We are learning to:
- get ready for the day independently. (locating name hook, hanging belongings, handing in folders and information from home and putting on school shoes)
-recognize and print our name in Kindergarten printing. We will be writing our name with a capital first letter and lower case letters following. This would be great to practice at home as well. Our names will be printed as (Lynley) not (LYNLEY).
-Get to know each other! Spending time talking and working with many different classmates during center time. Using language to build our classroom community such as asking others to play and asking questions.
-Get ready for home at the end of school independently (put on and zip up jacket, put items in backpack and put on outdoor shoes)
Dot Day - September 15th, 2016
On International Dot Day, celebrated by many schools we read the story "The Dot" as linked below. We talked about the meaning behind this story as well as always remembering to 'sign' our work. We then created our own dots using oil pastels and water colour paint. They turned out amazing! Through this activity we worked on creating large and small circles, watercolour techniques and fine motor skills. We also learned that everyone is an artist!
Above is the story "The Dot" by Peter H. Reynolds that inspired our artwork.
June 2015
Butterflies
Once our caterpillars formed their chrysalis, they were moved into our butterfly dome. We observed them closely and very very excited when we saw butterflies emerge from their chrysalis. We looked closely at the butterflies observing their features, matching them to the features we know insects have, such as antenna and wings. We looked closely at the butterfly wings noticing patterns, colours and symmetry.
We went outside with the another Kindergarten class and watched as they released their butterflies outside. We saw the butterflies fly up into the sky. Some of the butterflies stayed close to us in the grass before fly overhead.
We went outside with the another Kindergarten class and watched as they released their butterflies outside. We saw the butterflies fly up into the sky. Some of the butterflies stayed close to us in the grass before fly overhead.
Making paper
Using donated recycled paper and scraps of paper from many activities over our year we made our own recycled paper. We added items from natures such as leaves, flowers and herbs. Some students also chose to use some scent or essential oils in their paper.
Measure my shoe
non standard measurement
We looked at measurement using items in our classroom. We talked about how to measure.
When we measure we need to remember to:
1. Our measuring tool starts at the very edge
2. Use all the same size tool
3. No spaces in-between tools
We looked at measuring a pencil on our SmartBored. Why does this measurement not work?
We measured one of our friends shoes as a class. Before we measured we used our mental math skills to estimate how many cubes long our friends show would be. Then, during centers we each traced our own shoe and measured it with two different items. Our class noticed that the links were longer so our shoes were about 5-6 links long, but they were 9-10 cubes long.
When we measure we need to remember to:
1. Our measuring tool starts at the very edge
2. Use all the same size tool
3. No spaces in-between tools
We looked at measuring a pencil on our SmartBored. Why does this measurement not work?
We measured one of our friends shoes as a class. Before we measured we used our mental math skills to estimate how many cubes long our friends show would be. Then, during centers we each traced our own shoe and measured it with two different items. Our class noticed that the links were longer so our shoes were about 5-6 links long, but they were 9-10 cubes long.
Insects
What is an insect?
We looked at pictures and watched videos to figure out what an insect was.
We learned that an insect has:
three body parts (a head, a thorax and an abdomen)
wings
6 legs
an antennae
Is a butterfly and insect? a spider? an ant?
Caterpillars arrive!!
Our class airport
Butterfly art
With the help of one of our wonderful volunteers we created beautiful butterflies. We drew a letter 'v' on one half of our page. We then dripped primary colours along the letter 'v'. Then is was time to mix! Students squished their page together mixing the colours to created new colours and both wings of their butterfly. The next day students added a body and antennae.
Math: measurement
In our measuring centers, children found items in the classroom that were taller than teddy and took pictures with our class Ipad. Children also used snap cubes to measure various characters. In our water measurement center students poured water from various sized and shaped containers seeing if they held the same or different amounts of water. We also tried to estimate how many droppers full of water it would take to fill one of the cups with water.
Wool art stories
We made a story as a class using one of our wool art characters. We talked about using the 4 panels of a story board. We learned more about story telling by putting our main ideas into a story board. We had a beginning, a middle (there was some problem that occurred or some event that happened) and an end (the problem was resolved). We each then created our own story about the wool art character that we made. There were many creative ideas. We looked closely at our wool art character and drew detailed drawings of them on our story boards.
Eric Carle
We read a number of Eric Carle's wonderful books over the last couple weeks. We found patterns in his stories and looked closely at his illustrations.
We created flowers inspired by Eric Carles' illustrations. We first each painted a piece of paper with various painting techniques. We used forks, tooth brushes, our hands, dabbers and different types of paint brushes to create textured paper of many different colours. After we had a number of wonderful coloured pages, children picked any pages that they liked to make an Eric Carle flower.
Creating Eric Carle illustrations and paintings.
Ways to make 10
Creating a rainbow
We mixed colours to create the 7 colours of the rainbow. We tried to figure out what colours to mix to create these beautiful colours.
Literacy Centers and Story Telling
Jack and the bean stalk
After reading the story Jack and the Bean Stalk, we planted our own beans. In our journal we drew scientific drawings of what we saw, we also labeled our drawings with the materials we used.
Experimenting with 3D Shapes
We set up ramps in our classroom to see which 3D shapes would roll, slide or both depending on which way we placed it on the ramp. We used both our 3D shape blocks and any items from our 3D shape museum.
Do you think the shapes will roll faster on ramps at different heights?
In the three pictures below we used shape blocks to experiment with building with 3D shapes, which shapes can you stack on top of each other?
Sensory rice garden
Airplanes
Our class has been building paper airplanes by both following steps and by using our imagination to to create our own airplanes. We have been testing them outside at the park. We also created a runway at the end of the day to test out some airplanes created during centers. Students have been experimenting with their designs changing the shape of the front tip of the airplane, changing the size of the wings, adding details such as cuts in the tail, adding weight with tape and much more.
Shape Castles
Design a castle using: circles, squares, rectangles, triangles and hexagons
We talked about the difference between squares and rectangles.
We had many creative designs including some from fairy tales, frozen and many with imaginative details. Even though we all used the same shapes, our castles all look wonderfully different.
We talked about the difference between squares and rectangles.
We had many creative designs including some from fairy tales, frozen and many with imaginative details. Even though we all used the same shapes, our castles all look wonderfully different.
Shapes
Rainbows- Where do rainbows come from?
Wool art
Spring Centers - April
1. Pussy Willow art
2. Sound eggs: Children shook a number of eggs and took a guess as to what was inside based on the sound it made when the egg was shook.
3. Word building: children opened up an egg and arranged the 3 letters inside to spell a word with a matching picture. The children then wrote the word in their book and drew a picture to match.
4. Roll a Kindergarten word: Children rolled the die and matched the number rolled to the word on the sheet. Children wrote that word down onto their sheet and then rolled again. The Kindergarten words on the sheet are sight words we are currently learning.
5. Chick sequencing: Children cut out a 4 images of a chick hatching from an egg and glued them onto a story strip in order
6. Domino flowers: Children worked as a team to subatize (recognize at a glance) the number of dots on the dominos and match them to the correct flower.
2. Sound eggs: Children shook a number of eggs and took a guess as to what was inside based on the sound it made when the egg was shook.
3. Word building: children opened up an egg and arranged the 3 letters inside to spell a word with a matching picture. The children then wrote the word in their book and drew a picture to match.
4. Roll a Kindergarten word: Children rolled the die and matched the number rolled to the word on the sheet. Children wrote that word down onto their sheet and then rolled again. The Kindergarten words on the sheet are sight words we are currently learning.
5. Chick sequencing: Children cut out a 4 images of a chick hatching from an egg and glued them onto a story strip in order
6. Domino flowers: Children worked as a team to subatize (recognize at a glance) the number of dots on the dominos and match them to the correct flower.
Fairy Tales
Building, retelling and writing about the 3 Little Pigs
Who are the Characters in the story of the Three Little Pigs?
Characters and the people, animals or creatures in a story
Characters and the people, animals or creatures in a story
Story Sequencing
If you were one of the 3 little pigs, what would you build your house out of?
We had many creative ideas including:
-Dimonds
-Dinosaurs
-Bricks
-Tiaras
-Sharks
-Armor
-Snow and Ice
Our class thought about how what we would build of our house out of so that the big bad wolf would not be able to blow it down.
We had many creative ideas including:
-Dimonds
-Dinosaurs
-Bricks
-Tiaras
-Sharks
-Armor
-Snow and Ice
Our class thought about how what we would build of our house out of so that the big bad wolf would not be able to blow it down.
Jolly phonics videos posted under "Links". Review all letters from 's' up to 'b'.
Math Illuminatations game- posted under "Links".
Physical literacy skills
Penguin habitats - March
Each person in our class chose which penguin habitat they wanted to focus on: the beach, the rain forest or Antartica. Children were then put in groups of 2-3 to build their penguin habitats. We talked about collaboration, sharing ideas and designing and creating a habitat as a team.
We also used all of the knowledge that we gained about penguins over the previous weeks to design a realistic habitat for penguins. We thought about what they might be doing in the habitat and what a penguin would need in their habitat.
Check out the slide show below of completed habitats with our clay penguins and penguin books.
We also used all of the knowledge that we gained about penguins over the previous weeks to design a realistic habitat for penguins. We thought about what they might be doing in the habitat and what a penguin would need in their habitat.
Check out the slide show below of completed habitats with our clay penguins and penguin books.
Habitats under construction
Math- March
Ways to make 10
We looked at combining numbers and adding a number story to figure out all of the ways to make 10
We looked at combining numbers and adding a number story to figure out all of the ways to make 10
In math we have also been looking at numbers and developing an understanding of greater than and less than. We played a hockey domino game in which students played with one other class mate to collect as many dominos as they could. In this game students each chose a domino places upside down (so they could not see the number) and put it in their golie crease. Students then spun their dominos around while singing the hockey song. When they said stop, they flipped their dominos over and covered the side closest to them so only one side of the domino was uncovered. Students checked the number on their domino. The student with the greater number was able to keep both the dominos once they used math language to tell their partner that their number was greater.
For example: L has a 4 and P has a 6. P says to L "6 is greater than 4". Then P takes both of the dominos and put them in his/her pile. L and P then each chose a new domino and repeat.
If there is a tie, both dominos go into the penalty box. When the next round in won, the player get to keep all 4 dominos.
For example: L has a 4 and P has a 6. P says to L "6 is greater than 4". Then P takes both of the dominos and put them in his/her pile. L and P then each chose a new domino and repeat.
If there is a tie, both dominos go into the penalty box. When the next round in won, the player get to keep all 4 dominos.
This is a song we listened to talking about greater than and less than. We talked about how the symbol for greater than and less than looks like an alligator mouth <, the alligator mouth always points to the greater number, because he is hungry! We worked on looking at two numbers and deciding which number is greater. We practiced this as a class.
Art collaboration: Kindergarten and grade 4
We worked with our friends in grade 4 to create a torn artwork. The grade 4's had created their own torn paper collages that were displayed in our school hallway. Our class really enjoyed the artwork. We spoke to our grade 4 friends and they said that they would teach us how they created this art. Each kindergarten student worked with one or two grade 4's to create a torn paper penguin together.
Penguin videos
Penguin chicks
A baby penguin's first steps
We leaned that a baby penguin is called a chick. We watched some penguin videos and discussed what information we should write in the chick page of our penguin books.
We added the words:
egg
brood pouch
regurgitate and,
fluffy down
A baby penguin's first steps
We leaned that a baby penguin is called a chick. We watched some penguin videos and discussed what information we should write in the chick page of our penguin books.
We added the words:
egg
brood pouch
regurgitate and,
fluffy down
Writing about penguin chicks in our penguin books
Habitat videos
1. Macaroni penguins
beach, grass, dirt, rocks
1. Macaroni penguins
beach, grass, dirt, rocks
2. South african penguins
Bach: sand, water, rocks
Bach: sand, water, rocks
3. Penguins in antartica
Habitat: Ice, snow, water
Our class REALLY enjoyed watching these penguins 'fly' out of the water onto the ice
Habitat: Ice, snow, water
Our class REALLY enjoyed watching these penguins 'fly' out of the water onto the ice
Literacy and math centers - March
Penguins Feb. 23-29
Children we shown the clay to create 3 dimensional penguins. We talked about how clay is like playdough at the beginning but, when it is left out in our classroom in the air it hardens. We talked about clay techniques including scoring and slip. Children were shown how to score (scratch clay) to attach pieces together and add slip (water and clay mixed) to smooth clay and attach pieces together. Children looked closely at images of penguins to guide their 3D recreation of a penguin. Children added all of the penguins features including the penguins body, feet with clays, wings, beak and tail.
Penguin habitats:
Following videos on penguins living in different places. We brainstormed as a class all of the different habitats we saw penguins living in. We made a list of the environments we saw to add to the habitat page of our penguin book.
Following videos on penguins living in different places. We brainstormed as a class all of the different habitats we saw penguins living in. We made a list of the environments we saw to add to the habitat page of our penguin book.
We continued our story telling with penguins. Children created stories individually and with others. Some students recorded their story orally using an Ipad. Other students recorded their story by creating a drawing to represent the penguins and habitat they used.
Math art and math partner work Feb 23-28
We are continuing to work on subatizing (recognizing numbers at a glance). We worked at creating art with math by rolling a dice and then using bingo dobbers to paint the corresponding number of dots on our page. Students then roll the dice again and dob the next corresponding number of dots.
We worked with one other partner to complete a math activity together. In this game one person rolled the dice, children subatized the number. In one column children drew the dice as they saw it, in the second column children wrote the corresponding number.
Penguins Feb. 22nd
Today we watched two short videos about penguins. We talked about things that we might know about penguins (yellow sticky notes) and questions that we have about penguins (orange sticky notes).
Our questions will guide our inquiry into penguins. Some questions thus far include:
Are penguins birds?
How do penguins get up onto the land from the water?
and, how do penguins swim?
Our questions will guide our inquiry into penguins. Some questions thus far include:
Are penguins birds?
How do penguins get up onto the land from the water?
and, how do penguins swim?
We also looked at the two videos and compared and contrasted where they live.
We watched one video about Rockhopper penguins. The children noticed that they live where there is grass, rocks, bushes and water. We watched another video about penguins in Antarctica, the children noticed that these penguins lived where there is snow, ice and water.
Vocabulary
-habitat
-waddle
-rockhopper penguin
-king penguin
-beak
We watched one video about Rockhopper penguins. The children noticed that they live where there is grass, rocks, bushes and water. We watched another video about penguins in Antarctica, the children noticed that these penguins lived where there is snow, ice and water.
Vocabulary
-habitat
-waddle
-rockhopper penguin
-king penguin
-beak
Story telling with penguins
Penguin centers
The Arctic
We read this story to along with our story telling using arctic animals. Some excellent wonderings emerged from this story.
Student question: "Why doesn't the sun rise"?
class responses:
- "because it is dark"
-"because everything is white"
-"because animals like the dark"
-"they are night animals"
-"They live in outer space"
Student question: "Why does a narwhal have a long nose"
class responses:
-"they need it to break through the ice"
-"They use it to catch fish like sword fish"
The following day we looked at a video about narwhals and looked at where the arctic is on a picture of the globe and talked about how at the very top of the globe the arctic doesn't get much sun in the winter but they do have sun in the summer. We also talked about how these animals are used to living in cold weather. We also looked at pictures of the northern lights as depicted in the story. One student asked "Why don't we see the northern lights". We learned that a narwhals long nose is actually a tooth. What the tooth is for is still a bit of a mystery. Scientists are still trying to find the answer to the same question that we had. Some scientists believe a narwhals tooth helps detect water temperature and fish in the area. Scientists also believe that narwhals rub their tooth against each other to clean them, like brushing their teeth.
We looked at a few pictures of penguins as we will begin talking about penguins this week. We talked about how penguins live on the opposite side of the globe from the arctic animals.
Student question: "Why doesn't the sun rise"?
class responses:
- "because it is dark"
-"because everything is white"
-"because animals like the dark"
-"they are night animals"
-"They live in outer space"
Student question: "Why does a narwhal have a long nose"
class responses:
-"they need it to break through the ice"
-"They use it to catch fish like sword fish"
The following day we looked at a video about narwhals and looked at where the arctic is on a picture of the globe and talked about how at the very top of the globe the arctic doesn't get much sun in the winter but they do have sun in the summer. We also talked about how these animals are used to living in cold weather. We also looked at pictures of the northern lights as depicted in the story. One student asked "Why don't we see the northern lights". We learned that a narwhals long nose is actually a tooth. What the tooth is for is still a bit of a mystery. Scientists are still trying to find the answer to the same question that we had. Some scientists believe a narwhals tooth helps detect water temperature and fish in the area. Scientists also believe that narwhals rub their tooth against each other to clean them, like brushing their teeth.
We looked at a few pictures of penguins as we will begin talking about penguins this week. We talked about how penguins live on the opposite side of the globe from the arctic animals.
How many ways can you make 10?
We looked at 10 frames today. We used a 10 frame and 2 different colours of glass pebbles. As a class we discussed how many blue pebbles to add to the 10 frame. We added 5 blue pebbles. We then counted to see how may green pebbles we would need to add to make 10. We found that there were 5 spaces empty in the 10 frame. We added 5 green pebbles to the 10 frame. We talked about 5 blue pebbles + 5 green pebbles = 10. We then worked as a class to figure out a different way to make 10. The next time we made 10 using 2 blue pebbles and 8 green pebbles, 2+ 8 = 10. At center time children worked with the pebbles to see what would happen when they added different amount of coloured pebbles and wrote number stories to show how we made 10.
Friendship Day Feb. 10
We thought of words and sentences that we wanted to sound out to write in our Valentine's Day cards. We used many materials to make cards and deliver then put them in each others mail boxes. We wrote messages to our friends and families inside our Valentine's Day cards.
In our Valentine's Day game called Face Off our class started with their sheet filled with hearts. Each player took turns rolling 2 dice adding the numbers together and removing that number of candy hearts from their sheet. The player with all of the candy hearts removed from their sheet first wins.
Chinese New Year
We looked at Chinese characters and learned how to write some phrases. We used Chinese paint brushes and looked carefully at how to write each character. We wrote characters on paper that we used to make Chinese lanterns. For Chinese New Year we also looked at videos of celebrations in China and images of cherry trees and lanterns. We used our Dragon masks to go on a 'parade' throughout the school. We visited all of the other grades wishing them Happy New Year and showing them our masks.
Quebec Winter Carnival
Building a school ice sculpture. We took turns adding one brick at a time. The school ice sculpture turned out great! Thank you for all of the ice blocks you contributed. We have been watching the sculpture slowly melt when we have been going outside.
Stories- Jan. 25th
rettToday we began talking about creating our own stories. We read The Mitten by Jan B. We used the Mitten as inspiration to start retelling stories with characters and loose parts and changing the story to make it our own. We used Ipads to record our stories.
We also used paper and markers to begin to draw our own story scenes and characters.
This week we will continue to look at The Mitten: viewing and reading different versions to look for similarities and differences, acting out the story, and writing about the story.
We also used paper and markers to begin to draw our own story scenes and characters.
This week we will continue to look at The Mitten: viewing and reading different versions to look for similarities and differences, acting out the story, and writing about the story.
Centers
Snow experiment
We placed three bowls of snow in various places and tried to predict which one would melt first and why. We placed a bowl of snow by the window, on the table in our classroom and outside by the kindergarten doors. At the end of the day we looked at all three bowls. The bowl that was outside did not melt, the bowl that was on the table had half water and half snow. The bowl by the window was empty! We figured out that not only was our bowl by the window but it was also above a heater. We could not believe that the all of the snow that we had in the bowl was gone. We talked about how it melted into water first and then evaporated. It was a great expirement with wonderful observations and discussions. Please feel free to extend this experiment at home. Ask your child questions about where they think the snow will melt first and why they believe so. Ask them later to observe what is happening.
Family Snowmen project
Thank you for sending in all of the wonderfully unique snowmen created with your families at home. The children's personalities shine though :). The children enjoys viewing and discussing the snowmen when walking by the bulletin board.
Shape Snowman
We reviewed shapes as a class. We then looked at all of the ways to build a snowman. Everyone built their own snowman with shapes and then added loose parts for detail. Students then counted each of the circles, squares and triangles they had used and choose the correct stamp numeral to complete their snowman. We talked about what our snowmen were doing once they were done. We related this conversation back to the book Snowmen at Night by Caralyn Buehner. Some of our snowmen were dancing and sledding. One child said "my snowman is playing tag, wait I need to add arms".
Snow Investigation Jan 4th- 8th
We began to talk about snowflakes this week. We talked about how snowflakes are made in the clouds when it is cold. We talked about how snowflakes all look different. As snowflakes fall from the sky they have different paths with different temperatures and grow from a hexagon shapes to a bigger crystal with branches that look unique. Looking at pictures of snowflakes we found that they have 6 sides.
Snowflake centers:
We created our own snowflakes with stencils and white paint looking closer at the details of what snowflakes looks like.
We also created snowflakes with pattern blocks
We created our own snowflakes with stencils and white paint looking closer at the details of what snowflakes looks like.
We also created snowflakes with pattern blocks
With the chilly weather this week , we brought the snow INDOORS!
- We talked about how our tub of snow was made up of tiny snowflakes like the pictures we viewed.
-Some children noticed that the snow got 'harder' when it was squished together.
- As the snow was experimented with the children saw that the snow began to melt.
Journals: What did you do on break? Jan 4th
Our class was very excited to talk about all of their experience over break. Children thought about one or two things they did over break. We did a partner share in which children spoke to another classmate about what they did on break. We then took to our journals and used pictures and words to show one thing that we did on our winter break.
Please take a look at the songs and videos under the links tab at the top of this page :)
Looking at letters Dec. 14th
Today we practiced the letter 'e' as well as practiced writing words on chalkboards as a group. We reviewed all of the letter sounds we have learned. Putting these letter sounds together we discovered more words we can create. Today we read the and wrote words including: sat, pet, tent, hat and cat. After learning the letter sound for 'h' we saw that we could read 'hat' and 'cat'. We looked at how to sound out these words looking at each letter sound and then putting the sounds together. Our trick to remember how to write the letter 'e' is that we "hit the baseball and go around the bases", ask your child to show you this trick.
Centers Dec
Design and creation centers Dec. 7th
IWe had a fantastic day today, we had a special presenter that brought in 3 unique centers. These centers engaged our class in being scientists.
We built with special toys that created robots and circuits. We used our problem solving to fit pieces together, ask questions about what was happening and work together to create.
The first center was a little bits center where students connected a battery to a variety of different pieces to turn lights on, make noises, turn on a fan and much more. Please view the images below that show our class thinking and creating.
We built with special toys that created robots and circuits. We used our problem solving to fit pieces together, ask questions about what was happening and work together to create.
The first center was a little bits center where students connected a battery to a variety of different pieces to turn lights on, make noises, turn on a fan and much more. Please view the images below that show our class thinking and creating.
The second center was a robot named Kibo. Students connected blocks together, then used the robot to scan the pieces, these pieces told the robot what to do (For example, turn right, turn left, wait for clap, turn on light).
The third center was also a robot station; students connected pieces together with a battery block and created a variety of different moving and blinking robots.
After we observed, engaged and created in these building centers we took to our journals and created a scientific drawing of what we had made. Ask your child about what they created with out special centers today. Ask them what was happening when they fit different pieces together.
Doctor and Firefighter visit Nov. 30th
We learned that are different types of doctors. Some ideas we shared was that we knew there was veterinarians, dentists, and eye doctors. The doctor told us that she was an anesthesiologist. We practiced saying her job title. We learned that an anesthesiologist helps people before and operation.
Later in the afternoon a firefighter came to visit. He read us a story to teach us what to do if there was a fire.
We looked at the firefighters: boots
pants
jacket
gloves
helmet
We also learned that a firetruck has many tools inside it that firefighters use. We practised what to do if we hear a smoke alarm.
Later in the afternoon a firefighter came to visit. He read us a story to teach us what to do if there was a fire.
We looked at the firefighters: boots
pants
jacket
gloves
helmet
We also learned that a firetruck has many tools inside it that firefighters use. We practised what to do if we hear a smoke alarm.
Nov 24th updates
Community Helpers: Construction and take apart center
and 'What do I want to be when I grow up?'
We had an old computer donated.
We used:
Pliars
Screwdrivers
wrenches
goggles and gloves to inspect the computer, talk about what was inside and take it apart.
We used:
Pliars
Screwdrivers
wrenches
goggles and gloves to inspect the computer, talk about what was inside and take it apart.
Construction building center
We used blocks,
measuring tapes,
paint brushes,
toy hammers, saws and other tools
We worked together collaboratively to design and construct with these materials.
The blocks turned into many things including buildings, parking garages and overpasses.
We used blocks,
measuring tapes,
paint brushes,
toy hammers, saws and other tools
We worked together collaboratively to design and construct with these materials.
The blocks turned into many things including buildings, parking garages and overpasses.
When I grow up I want to be...
We have been talking about all different community workers. After discussing some jobs that we think we might want to have when we grow up. For our job we drew a picture of ourselves as what we want to be when we grow up. We talked about how a person would know what we are by looking at our work. We saw that certain jobs have tools and outfits that will help us. A police officer has a blue uniform and a badge. A chef has a white hat and cooks, so we can draw some food. We then wrote what job we wanted to have below our picture.
We have been talking about all different community workers. After discussing some jobs that we think we might want to have when we grow up. For our job we drew a picture of ourselves as what we want to be when we grow up. We talked about how a person would know what we are by looking at our work. We saw that certain jobs have tools and outfits that will help us. A police officer has a blue uniform and a badge. A chef has a white hat and cooks, so we can draw some food. We then wrote what job we wanted to have below our picture.
Sound Creations Nov. 13th- 25th
We have been learning a step dance as part of physical education. We have learned a dance to a hip hop version of head shoulders knees and toes. Ask your child to show you the dance! It was great learning dance steps and keeping a beat with the steps in the song.
X-Ray
As part of our doctor center we talked about an X-ray. We worked on our fine motor skills, tracing our own hand onto paper. We used our numeracy skills to add one q-tip bone to each finger to show the bones in our hand like an x-ray.
One of our friends decided to make a second x-ray afterwards to use at the doctor center. This x-ray had a broken q-tip bone in one of the fingers.
Community helpers mail center
Below are some pictures of work happening at our mail center last week. We talked about how to write a card to someone.
We discussed how a card needs:
To: _____ (and a name), who is the card for?
and have from or love at the bottom with the name of the person who wrote the card
We put the card in an envelope with the name of the person we are sending the card to on the front. We talked about how the writing on the front of the envelope tells the mail carrier where to deliver the letter/card.
The envelope goes into the mail box to be delivered by the mail carrier, or in this case Ms. Babineau!
We discussed how a card needs:
To: _____ (and a name), who is the card for?
and have from or love at the bottom with the name of the person who wrote the card
We put the card in an envelope with the name of the person we are sending the card to on the front. We talked about how the writing on the front of the envelope tells the mail carrier where to deliver the letter/card.
The envelope goes into the mail box to be delivered by the mail carrier, or in this case Ms. Babineau!
Inglewood Bird Sanctuary
We had a wonderful time at the Inglewood Bird Sanctuary. We spent the first half of the field trip inside learning about owls.
We learned the parts of an owl as one of our friends dressed up. We learned that owls have:
-feathers
- talons (4, 3 talons in the front and 1 in the back)
- wings
-tail
- beak
-eyes
-ears
-feathers
- talons (4, 3 talons in the front and 1 in the back)
- wings
-tail
- beak
-eyes
-ears
We then looked at biofacts. We were able to see and touch an owl foot. We looked at an owl skull. We looked at the eye sockets of the owl. We have been learning in class about the eyes of the owl. We saw using the biofacts why owls need to turn their head to look from side to side. Owls cannot move their eyes like we can.
We then looked at owl pellets. We have been talking in class about what owls eat. We knew that owls regurgitate pellets to get rid of parts of their food they do not digest. At the Bird Sanctuary we looked at real owl pellets and what is inside them. We saw bones inside the owl pellets.
Lastly we looked at bird wings.
First we looked at the wing of a goose. When this wing was waved up and down it made a swoosh noise. We made this noise as a group.
We then looked at an owl wing. when this wing was waved, there was no sound. Owls can fly without making any noise with their wings. Owls can fly up to their prey without making noise
We then looked at owl pellets. We have been talking in class about what owls eat. We knew that owls regurgitate pellets to get rid of parts of their food they do not digest. At the Bird Sanctuary we looked at real owl pellets and what is inside them. We saw bones inside the owl pellets.
Lastly we looked at bird wings.
First we looked at the wing of a goose. When this wing was waved up and down it made a swoosh noise. We made this noise as a group.
We then looked at an owl wing. when this wing was waved, there was no sound. Owls can fly without making any noise with their wings. Owls can fly up to their prey without making noise
After a lovely snack outside at the picnic tables we headed out on the trail with our Inglewood Bird Sanctuary leader. We went to look for birds and evidence of birds. We saw a number of large bird nests. We saw bird feathers. We saw a bald eagle flying in the sky and chickadees in a tree. In the snow we also found deer hook prints.
Box Police Car
Our box was left in our classroom and children were encouraged to draw and write ideas on the box. There were many ideas of what the box should be transformed into. Last week we read the story Not a Box by Antoinette Portis and talked about what our box could be. We have been learning about Community Helpers and many of the ideas were based around this idea.
Watch this wonderful story at home anytime :)
Watch this wonderful story at home anytime :)
eAt the end of the day we voted on 4 of the ideas and most of the class wanted to turn the box into a police car!
The next day we looked closely at pictures of police cars and made a list of all of the things our car would need. We learned some new words in this process. We then went to our journals and each draw a picture and wrote words of what we needed to turn our box into a police car.
With the help of a wonderful volunteer we began working to transform the box into a police car!
The next day we looked closely at pictures of police cars and made a list of all of the things our car would need. We learned some new words in this process. We then went to our journals and each draw a picture and wrote words of what we needed to turn our box into a police car.
With the help of a wonderful volunteer we began working to transform the box into a police car!
The children decided the car needed to be painted white before adding details to the inside of the car
The first image below shows the computer for our police car. "The police saw someone driving 100" H.P.
After the car was painted, we began working on adding headlights, sirens, a door, steering wheel and horn.
After the car was painted, we began working on adding headlights, sirens, a door, steering wheel and horn.
Busy hand centers
Below are a few images from out busy hand centers. Busy hands include fine motor, literacy and math activities.
Community Helpers Nov. 2
Today we began talking about community helpers. We focused on the job of a doctor today. We discussed that doctors help people when they are sick or hurt. We learned how to use our new doctor center. At our doctor center we have a waiting room for patients, a reception are where the receptionist works, and an area for the patients, nurses and doctors.
When a patients comes to see the doctor, the receptionist asks the patient what is bothering his/her and writes their name on in the doctor book. The receptionist also notes where the patient is hurt.
The nurse and doctor work together to help the patient feel better.
The doctor may write a note about medicine the patients needs to help them feel better.
Words:
Doctor
Nurse
Receptionist
Stethoscope
ill
blood pressure
medicine
bandage
We talked as a class about what other occupations we see in our neighbourhood. We added to our block center to make it a construction center, we also added a dentist center and a mechanic center.
We have many new wonderful books in out reading corner to help us learn all about jobs in our neighbourhood and what these jobs entail.
October
Exploring pumpkins
As part of our pumpkin exploration we first looked at the outside of the pumpkin, talking about it's shape, colour, size. We spent time sketching pumpkins and drawing right on our pumpkins. One observation we made is that we think pumpkins would be able to roll because of their shape.
We then opened up our pumpkins and explored what was inside. Some children said 'eww' and some said 'awesome'. We noticed there was lots to pull and scrape out and we found an number of seeds inside. We talked about the pumpkin lifecycle we had done weeks ago and how these pumpkins started as a seed too!
We had a special snack on the carpet while we worked together to decide how we should carve our pumpkin. We took a class vote and decided on a scary face. We shared ideas and came up with a design.
Measuring pumpkins
With one of the pumpkins we used our math estimating skills to guess how many unix cubes tall the pumpkin was.
Everyone took a guess between 1 and 25
After estimating we measured the pumpkin and found out the pumpkin was 15 blocks tall
Everyone took a guess between 1 and 25
After estimating we measured the pumpkin and found out the pumpkin was 15 blocks tall
Literacy
We have now learned the letter sounds so the letters 's', 'a' and 't'. We learned about how each letter makes a sound and when we put these letter sounds together we can sound out words. We sounded out the words 'at' and 'sat' using our knowledge of the sounds these letters make. You can practice writing these letters at home on paper, whiteboards, and chalkboards. You can also make these letters with pipecleaners, playdough and other materials.
New block creations pictures added to existing photo gallery below :) Oct. 23
Stories Oct. 23rd
After reading the book Pumpkin Town as a group we talked about what happened in the story. We generated some ideas of our favourite parts of the story. We then individually showed our understanding of the story by representing our favourite part of the story in our journals using pictures and words.
Colour mixing Oct. 22
Today we guessed what colours YELLOW and RED would make if we put both colours on paper and mixed them together. We had a lot of different guesses, as recorded in the image below.
At center time with help from our wonderful volunteer everyone tried mixing the colours with their fingers. We discovered that YELLOW + RED = ORANGE
Next week we will use our created orange pages to make jack-o-laterns.
Owls Oct. 15th and 19th
We looked closely at images of owls on October 15th, focusing on their eyes, beak and feathers on their head. We sketched a picture of an owl on paper using our observational skills. On October 19th we talked about What owls eat.
As a class we brainstormed that owls eat
worms
mice
rabbits
birds
We watched a video of an owl eating a mouse and regurgitating a pellet.
New words:
Regurgitation
Pellet
We then learned how to use oil pastels, blending colours to represent owls feathers. On our previous owl sketch we began adding owl pastels. We will be adding our writing at the bottom of our art finishing the sentence: My owl sees a_____________.
As a class we brainstormed that owls eat
worms
mice
rabbits
birds
We watched a video of an owl eating a mouse and regurgitating a pellet.
New words:
Regurgitation
Pellet
We then learned how to use oil pastels, blending colours to represent owls feathers. On our previous owl sketch we began adding owl pastels. We will be adding our writing at the bottom of our art finishing the sentence: My owl sees a_____________.
After learning that owls are nocturnal animals we began talking about owls eyes. We looked closely at pictures of owls eyes. We noticed that there is two circles in their eyes, just like ours. The middle circle is called the pupil. We learned that owls eyes are different than our because if they want to look beside them, up or down they need to move their whole head, the cannot move their eyes. We practiced this as a class :).
We created an owl project using cupcake liners for eyes. We saw that owls have big eyes!
We practiced our scissor skills with this owl art project, turning squares into circles with our scissors, cutting a traingle for the beak and cutting a rectangle into owl talons.
We created an owl project using cupcake liners for eyes. We saw that owls have big eyes!
We practiced our scissor skills with this owl art project, turning squares into circles with our scissors, cutting a traingle for the beak and cutting a rectangle into owl talons.
Fire engines built from blocks - new photos added
There has been a recurring theme in our block center, fire engines! There has been collaborating, creative thinking, planning and imaginative thought put into the block area during center time. Below are a few pictures of the classes creations.
The latest fire engine creation included a drivers seat with steering wheel, engine for power and "stabilizers" at the back.
The latest fire engine creation included a drivers seat with steering wheel, engine for power and "stabilizers" at the back.
Owls Oct. 9th
Our bird center is morphing and expanding into an owl center. Today the owl drawing and viewing center was opened. Our fine motor and dramatic play bird center is being changed and added to according to the children's ideas. We are currently creating a night backdrop for this center learning that owls are nocturnal. We will create and make more additions next week as we begin talking about the parts of an owl, what they eat and what it means to be nocturnal.
Pumpkins Oct. 9th
Today we talked about the lifecycle of a pumpkin. How do pumpkins grow? We watched a video and discussed what was happening and predicted what would come next. We noticed that after the pumpkin seed was planted it needed sun and water to grow. We saw that a flower grew on the vine first and then a small green pumpkin started to grow. Lastly, we saw a larger orange pumpkin. We each coloured the lifecycle of a pumpkin and put the stages of growth in order (sequencing). We glued our sequence on a headband to wear home.
October 9th- I have linked our Kindergarten Program Statement here if you would like to view it and see what we are learning this year.
Jolly Phonics
This week we began working on Jolly Phonics reading program as part of our literacy learning. We started with the letter 's'. We read the a story filled with 's' words and tried to find them all! We looked at what an 's' looks like by drawing the snake action in the air and saying 'ssssss'. The image below shows the words our class thought of in which we could hear the 'sss' sound. We then watched the Storybots 's' video to look and listen to other 's' words. Everyone has their own writing journal in which we will practice our printing.
We continued to listen for the 'sss' sound at snack time. We checked out our snack boxes and found some more 's' words! We found: strawberry fruit to go, strawberries, smarties, a sandwich and a spoon. I showed the class that I had seeweed, 'sssseeweed', they heard the 's' sound, but did not think it looked like a tasty snack :).
The Storybots and Jolly Phonics song are under our links tab, check them out with your child!
Handwriting without tears
Linked below is a writing song, that goes with the handwriting without tears program. This program uses lines and curves to forms letters. We began looking at lines and curves using plastercine and to make 'mat man'. We are moving into seeing how these lines and curves form letters.
Numbers
We have been working on the numbers 1-10 and learning about a 10-frame. Today we played Number BINGO! Sometimes I tried to be sneaky and see if our class could figure out what number I was describing without actually saying it, they figured it out! For example, "our next number has one circle on the top and another circle on the bottom, what number am I talking about?" "Number 8!, See if you find a number 8 on your BINGO card and colour it in".
Numbers 1-10 using a 10 frame
We also use a 10-frame to see how many letters are in the citizen of the day's name and how many more letters we would need to make 10.
We also use a 10-frame to see how many letters are in the citizen of the day's name and how many more letters we would need to make 10.
Birds and Migration
We have began to talk about where some birds go in the winter. We are currently creating our own new learning center about birds. We have some class wonderings and questions we will add to and look into over the next few weeks. Our bird center is also being used to look into story elements. Linked below is the migration video we looked at and discussed in class.
Key words:
Bird
Migrate
Fall
Winter
Questions: Where do some birds go in the winter? Why do they leave?
Key words:
Bird
Migrate
Fall
Winter
Questions: Where do some birds go in the winter? Why do they leave?
Mat man
We have been talking about drawing a person. We need to make sure our people have all the things they need, eyes, ear, hands ect.
While listening to the mat man song, each person in our class had a piece of mat man. We collaborated as a class to build the mat man in the picture above. Each person in the class had an important part in this process. |
After talking about how to draw a person. We drew our own self portraits with crayons, remembering to add all of the pieces of mat man. We made our self portraits unique to us, noting our hair colour, eye colour, what we happened to be wearing that day.
Mat man was also put out as a center and many people in our class chose to work in groups to build mat man during center time. The Mat Man song we listened to is on our links page. |
September
Patterns
As part of the math curriculum we have began talking about patterns. We are identifying, reproducing, creating and extending patterns. We have made patterns with ourselves, with connecting blocks, with glass pebbles and coloured fall pieces (manipulatives).
First Day of Fall- September 23rd
We went on a nature walk on the first day of fall. After looking at the trees above we spent time collecting interesting looking leaves and sticks as well as sketching leaves that we found looking closely at the details. Back in our classroom we painted our found sticks. We created leaf rubbing art with the leaves and made observational drawing using watercolour pencils.
Felt Faces
Apple Inquiry
What do we think of when we see an apple?
What questions do we have about apples?
What do we think of when we see an apple?
What questions do we have about apples?
Apple PrintsWe used a red, green and gala apple to create stamp art.
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10 Apples up on topAfter reading 'Ten Apples Up On Top' by Theo LeSieg, we talked about "what is a pattern". After making examples of patterns using items in the room and ourselves each child created their own pattern using 10 coloured apple shapes.
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Apple TastingWe had apples out on our science table to look closely and make observational drawing of what we saw. Yum! Our class experimented to see if different coloured apples taste different. We each tried a piece of a red, green and yellow apple and talked about similarities and differences. Then we voted on our favourite. Our class verdict is in! The majority of our class likes the taste of green apples the best.
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Below is an image of our apple crisp made in class with the apples brought from home.
Dot Day
On International Dot Day, celebrated by many schools we read the story "The Dot" as linked below. We talked about the meaning behind this story as well as always remembering to 'sign' our work. We then created our own dots using oil pastels and water colour paint. They turned out amazing! Through this activity we worked on creating large and small circles, watercolour techniques and fine motor skills. We also learned that everyone is an artist!
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Above it a youtube video of the story 'The Dot' by Peter H. Reynolds that we read to inspire our dot art.