April 13 - 17

Learning Intentions: 

I can talk about my culture. 

I can create an artifact that helps show my culture. 

I can describe my cultural artifact. 

I can explain what makes my artifact special. 

I can share my ideas with others. 

This week in Social Studies, students planned and built an artifact to represent their culture. This was an opportunity for students to delve into their family’s history or to better understand their Canadian identity. In our lessons, diversity was defined as “When many different kinds of people learn, live and share ideas together in one place.” Students explored diversity in both our country and in our classroom. On Wednesday, they shared their learning by hosting their ‘Culture Artifact Museum’ to share their artifacts and the stories behind them with our Grade Three friends. 

Learning Intentions: 

I can read and write in my small group to build my skills. 

I can use what I learn in lessons to help me with my journaling. 

I can learn new words and understand how they are connected. 

I can use adverbs to describe who, where, and how something happens. 

I can find and use words that mean the same thing (synonyms) or the opposite (antonyms). 

After spring break, students began working in levelled literacy groups four days a week for 30-minute UFLI (University of Florida Literacy Institute) based lessons. These small groups allow for targeted instruction based on assessment and classroom observations. The students are strengthening their reading and writing skills as they prepare for the next grade. 

Alongside their regular journaling, students engaged in word work and vocabulary development through videos, songs, and independent activities. They learned about adverbs and sorted words into categories like who, where and how. Students explored synonyms by choosing a word and generating similar words in a fun “mini cinnamon roll” activity. They also practiced antonyms through a colour coding activity to match words with opposite meanings. These activities support students in building stronger vocabulary, understanding word relationships, and becoming more confident readers and writers. 

At Home Learning: 

Literacy: Pick a simple word (e.g. big). Ask your child to think of a similar word (synonym – large) and an opposite word (antonym – small). Try using the words together in a sentence, either orally or in writing. 

Math: Your child brought home basic facts to practice. Please have them complete the work to build faster recall. 

Photos of Our Week:

April 6 - 10

Learning Intentions: 

I can create and follow rhythms using my body. 

I can move to match different beats, patterns and music. 

I can express myself through music and movement. 

I can work with others to create and perform. 

I can listen carefully and try new ways to explore rhythm and dance. 

Students had the exciting opportunity to participate in Sound Kreations this week. This is a meaningful real-life experience focused on self-expression through movement during their gym time. Students worked on developing coordination, rhythm, and creative movement skills while building confidence and collaboration. They explored sound, pattern, and expressive performance through music and movement. The students learned a dance and performed it for the school. Ask them to show you the dance! A big thank you to the TRS School Council for generously covering the full cost of this enriching experience for all students! 

Learning Intentions: 

I can solve subtraction problems using various strategies. 

I can show and solve subtraction using expanded form. (Gr. 2) 

I can explain my thinking when solving subtraction problems. 

I can find missing numbers in subtraction equations. 

I can choose a strategy that helps me solve subtraction problems accurately. 

This week, students continued to develop their understanding of subtraction using various strategies. They practiced solving subtraction problems by counting back, using pictures, working with number lines, and tens blocks. Grade 1s are strengthening their basic facts and exploring subtraction concepts by identifying the larger number (minuend) and the smaller number (subtrahend), and by solving missing-number problems. Grade 2 students worked on subtracting two-digit numbers, both with and without regrouping, using strategies such as tens blocks, expanded form, and open number lines to support their thinking. 

At Home Learning: 

Literacy: 

Have your child write 2–3 sentences about their day, remembering capitals, spaces, and punctuation. Ask them to highlight the nouns, verbs and adjectives in their sentences. 

Math: 

Ask quick subtraction or addition questions during everyday activities: What is 12 – 3? If you have 20 Cheerios and lose 7, how many are left? I have 5 gummy bears, you have 8. How many do we have altogether? A basic facts page was sent home to practice. Please have them complete the work to build faster recall. 

Social: 

Please ensure your child has returned their "All About Me" homework, as we are finishing up our Heritage and Diverse Cultures Unit and will need the information on it for the culminating task. 

Photos of Our Week: