Dear Parents
A couple of reminders:
Home communication folders have gone home again this past week with another update connected to reading. We continue to build our understanding of new letter sounds and the rule of silent e, and a few extra minutes of practice can go a long way each day. Thank you to your support with returning home decodables. We are over halfway to our class-earned reward!
We will also go for a community walk on Tuesday after our morning recess. More details will be coming in your messenger. Please help your child dress for the weather on Tuesday!
Lots was going on again in Grade 1 this past week.
Here are some of the top highlights from our learning.
City Hall Ready - Outdoor Exploring and Sketching!
The weather was so beautiful on Tuesday, that we took advantage to go outside and explore the land. We continue to look for the stories of this place and were looking for the story of spring. We did a Zoom-in journal activity, by picking something that was interesting to us to draw. We then “zoomed in” closer, drawing a smaller part of the object. We did an amazing job at sitting and sketching quietly.
Learning Intentions:
I can collect ideas that are inspired by a variety of experiences
I can express ideas through a variety of different written forms
I can record factual information in various ways
We went out again on Thursday and took a closer look at the garden space. We noticed some different signs of spring and different plants that are growing in this area. We Zoomed-in again, sketching what we saw. It was definitely a bit chiller than on Tuesday! Yay, Spring. We will continue to be going outside in the next few weeks, so dressing for the changing temperatures and being outside will help us to enjoy the changes of the season!
Gym (Scooter Boards)
In gym class, kindergarten and grade 1 students are focusing on large group skills. Safety was our priority this week while learning about scooter boards. Students did an excellent job working in pairs and as a large group to learn new skills.
Learning Intentions:
I can move my body in different ways using a scooter board.
I can stop safely when I’m riding a scooter board.
I can take turns and share the scooter board with my classmates
I can follow a path or line with my scooter board.
I can keep my balance while riding the scooter board.
I can try new ways to ride (on my stomach, sitting, on my knees, etc.).
I can listen to instructions and follow the rules during scooter board games.
Math
We concluded our investigation of representing numbers by decomposing and composing numbers. Students built their understanding by “composing” a number by putting together groups to create a number. Conversely, students built their knowledge of “decomposing” or taking a part of a number by breaking it into groups.
Learning Intention
Compose and decompose numbers to 100.
Representing number to 100 in a variety of ways
Composing Numbers
Generally, “to compose” means to create something by putting things together. You compose numbers by putting together two or more quantities to create a larger quantity. For example, you can put together 3 tens and 4 ones to create 34.
You can put together more than just tens and ones.
For example, if you put together 4 eights and 4 ones, you would get 36.
If you put together 8 and 11 and 20, you would get 39.
Decomposing Numbers
Generally, “to decompose” means to break something into parts. You decompose numbers by breaking them up into smaller quantities.
For example, you can break 56 apart into 5 tens and 6 ones.
You can also break 56 apart into 8 groups of 7.
You could also break 56 apart into 11 groups of 5 and 1 more.
Helping Your Child With New Words
Ask your child to put together some smaller numbers to create bigger numbers. As you talk about the task, use “put together” and “compose” interchangeably so that your child will learn that they mean the same thing.
Similarly, ask your child to take apart a big number. As you talk about the task, use “take apart” and “decompose” interchangeably so that your child will grasp that they mean the same thing.
Helping Your Child
When items come in packs (e.g., of 2 or 3 or 4), have your child figure out how many items are in several packs.
Alternatively, ask your child to figure out how many packs you need to open to have a particular number of items.
Literacy
This week we focused on reviewing long vowel sounds with silent e and the sound “c” makes “s” with silent e and well as g make the “j” sound with silent e. Please see the following home practice.
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