Jan 5 - 9

Learning Intentions: 

I can explain that even numbers include numbers ending in 0, 2, 4, 6 and 8. 

I can explain that even numbers include numbers ending in 1, 3, 5, 7 and 9. 

I understand that pairing numbers makes it easier to tell if a number is odd or even. 

I can use both odd and even numbers to help build my number sense.

In Math, students have been learning about odd and even numbers to expand their understanding of mathematical concepts. In the book “Even Steven and Odd Todd”, these two fictional cousins helped us learn about odd and even numbers. We also watched videos and did fun activities (such as finding all the numbered butterfly pictures) to reinforce the concept of odds and evens. This is an important stepping stone to understanding the structure of the number system, rules of arithmetic, and logical reasoning. 

Learning Intentions: 

I can follow and create step-by-step instructions. 

I can test and debug instructions. 

I can use sequencing and repetition. 

I can observe and describe seasonal changes. 

I can identify winter weather conditions (snow, ice, frost, cold, wind). 

I can use investigation to observe, record and analyze changes. 

In Science, we combined Computer Science and Winter Changes in an engaging, hands-on unit. Throughout the week, students explored how winter changes the environment and how people and animals adapt to cold, snow, and ice. Students also learned how to create, follow, and test step-by-step instructions. The unit included hands-on activities such as mapping, sequencing, testing, and recording data, with students using Ozobots to test their instructions and make changes when they did not work as expected. To support learning, students enjoyed stories such as “Froggy Gets Dressed” and National Geographic’s “How Animals Survive in Winter.” 

Learning Intentions: 

I can identify rhyming words in a poem. 

I can identify repetition in poetry and recite lines back. 

I understand that stanzas help organize ideas in poems. 

I can make inferences about the author’s message. 

In Literacy, we are exploring “Snowy Book Studies.” Throughout the week, students explored poems and stories, including “All You Need for a Snowman,” “A Chubby Little Snowman,” “Snow is Falling,” and “The Biggest Snowman Ever.” We continued our weekly journal writing and focused on important literacy skills, including recognizing rhyming words, understanding how illustrations support a text, and learning about lines and stanzas in poetry. Students also discussed why authors write. 

At home, use cards or dice to reinforce your child’s understanding of odd and even numbers. 

Spelling: At the end of the week, students will take home spelling words to study for the following week. Please support your child and help them practice the words. Here are next week's word lists:

Dec 14 - 19

Learning Intentions: 

I can read and understand a story by identifying characters and events, and by making personal connections. 

I can use reading, writing, drawing, and sorting activities to share my ideas and thoughts. 

I can collect, organize, and display information using pictures, symbols, and graphs. 

I can create and interpret a glyph to show information about myself and our class. 

I can design, build, and solve problems with others while counting, sorting, and graphing materials. 

As we wrap up 2025, our class has been busy finishing our Gingerbread multi-curricular unit. It has been a wonderful way to bring learning together in a creative and engaging way. We enjoyed a week of holiday tunes, singing and dancing together as a whole school.

In Literacy, students rotated through a final set of gingerbread-themed centres. These included roll-and-draw activities to design their own gingerbread people, a reading and writing centre in which students filled in missing words, a character-sorting activity based on the story, and a read-and-reflect centre where students made personal connections to the text. These centres supported reading comprehension, sentence structure, vocabulary, and creative expression while allowing students to work independently and collaboratively. 

In Math, students created a gingerbread glyph, a visual representation of information using symbols. Each feature of the gingerbread person (such as buttons, decorations, or colours) showed something specific about the student or their choices. We then used the glyphs to practice graphing, comparing and analyzing class data in a hands-on way. 

Our final project brought everything together as students designed and built a gingerbread house that could stand independently. Once completed, students graphed and discussed the materials and candies used in their structures, reinforcing concepts of counting, sorting, and representing data.