We finished our latest chapter book read aloud, Guardians of Ga'Hoole. Check out the author's website for more information.
We will watch the movie interpretation, Legends of the Guardians, this week at our Holiday Celebration.
Next up, Flat Stanley. Short and easy to read chapter books (5 chapters) about an adventurous little (flat!) boy. We'll get to Flat Stanley: Christmas Adventure in no time!
Who will save Christmas?Santa Claus is not his usual, jolly self. In fact, he's in a terrible mood. He doesn't believe that children appreciate Christmas anymore. This year, he has decided that he is not going to deliver any Christmas presents!
Luckily, his daughter, Sarah Claus, knows who to call for help. The Lambchop family! But can they convince Santa that there are still good children in the world? Just leave it up to Stanley.
Daily Five Centres are running smoothly and we’ve begun Guided Reading at the Teacher’s Table. As students rotate, I call small groups to come and read with me – sometimes to focus on reading above their level, sometimes to read just right books to focus on comprehension, but this time we’re focusing on fluency in reading.
We've been meeting some of the Trait Mates (the six writing traits) during Writer's Workshop over the past few weeks and so far we've met:
Just like as an artist paints pictures with paint, a writer paints pictures with words. Willy uses colors like red, blue and green, but he also uses chartreuse, and crimson, and cerulean. In the same way, writers use plain words and fancy words. Willy Word Choice reminds writers that they must use just the right words to tell a story and paint a picture in the reader’s mind.
Just as clues are important to a detective, details are important to a writer. The trait of Ideas is about on generating details on a topic. Donna Details encourages writers to choose topics that they know and care about, and to add rich details that will be interesting to a reader. And just like a detective is always digging deeper for important clues, a writer must "dig deeper" to elaborate and extend the details they write. ]
After our field trip to the ROM the students used these Trait Mates to help them write their own 'legend' or story about an imaginary constellation. Once our short stories are written, we'll create constellations to go along with them in a hallway display!
Students are still encouraged to practice their Mental Math Strategies. Please visit this amazing site to read more about Counting On, Doubles, Doubles Plus One, Making Ten, Making Multiples of Ten and Front End Addition (which we call Partial Sums)! We're using these strategies every day and encouraging the students to explain their thinking, to show their work and really demonstrate an understanding of the strategies.
We’ve started our Patterning Unit! First, we need to remember how to sort objects based on their attributes (e.g., colour, size, shape etc.). Once we’ve sorted our objects, we can begin to create patterns. First, we talked about the ‘building block’ or the ‘pattern’s core’, like AB in an orange, apple, orange, apple pattern or AABC in a blue, blue, red, green, blue, blue, red, green pattern. Next week, we’ll take a deeper look at growing and shrinking patterns. *In grade 1, students are expected to create and extend repeating patterns involving one attribute while grade 2s are expected to identify and describe repeating patterns and growing and shrinking patterns.
Grade 1s are using Snap Cubes to: create repeating colour patterns; name the core; share with a buddy and ask ‘what comes next?’; create NEW and DIFFERENT patterns with the same attributes (e.g., red & blue: red, red, blue is an AAB pattern, but you could swap it and try red, blue, blue to make an ABB pattern too).
Grade 2s are: creating their own repeating patterns (shapes, sizes, colours etc.); describing (naming) patterns in various ways using letters (AAB), words (red, red, blue) numbers (112); and also answering questions like ‘What are 4 ways to show an AAAB pattern?’. Soon, we will get into growing and shrinking patterns with the grade 2s. Try some of this game at home as an extension activity, PLEASE be sure to click on the 1-100 Chart when you use this interactive Number Patterns Game Skip Count and find repeating number patterns (2, 4, 6, 8, 10 OR 5, 10, 15, 20) or harder still, creating a GROWING pattern, for example, 2, 4, 8, 16, 32 (doubling) OR 1, 2, 4, 7, 11, 16, 22, 29 (grows by 1 more each time). Play with it and have fun! If you print any, be sure your son or daughter writes about the pattern rule, then bring them in and I can support your homework practice by offering descriptive feedback. If you’re having trouble, check this example online before you begin with your son or daughter. Full of visuals and examples of number patterns.
To skip count by twos, try this 'create a mystery picture' game
To practice place value and skip counting (number patterns) try playing this Place Value Hockey Game (select level 1)!
See below for the similarities:
By the end of this unit, grade 1 students should be able to:
- identify, describe, and extend geometric repeating patterns with one attribute (e.g., colour, size, shape, thickness, orientation);
– identify and extend numeric repeating patterns (e.g., 1, 2, 3, 1, 2, 3, 1, 2, 3, …);
– describe numeric repeating patterns in a hundreds chart;
– identify a rule for a repeating pattern (e.g., “We’re lining up boy, girl, boy, girl, boy, girl.”);
– create a repeating pattern involving one attribute (e.g., colour, size, shape, sound)
– represent a repeating pattern in various ways (e.g., pictures, actions, colours, sounds, numbers, letters)
By the end of this unit, grade 2 students should be able to:
– identify and describe growing patterns and shrinking patterns generated by the repeated addition or subtraction of 1’s, 2’s, 5’s, 10’s, and 25’s on a number line and on a hundreds chart (e.g., the numbers 90, 80, 70, 60, 50, 40, 30, 20, 10 are in a straight line on a hundreds chart);
– identify, describe, and create growing patterns and shrinking patterns involving addition and subtraction, with and without the use of calculators (e.g., 3 + 1 = 4, 3 + 2 = 5, 3 + 3 = 6, …);
– identify repeating, growing, and shrinking patterns found in real-life contexts (e.g., a geometric pattern on wallpaper);
– represent a growing or shrinking pattern in various ways (e.g., using pictures, actions, colours, sounds, numbers, letters, number lines, bar graphs) .);
– create growing or shrinking patterns
– create a repeating pattern by combining two attributes (e.g., colour and shape; colour and size)
– demonstrate an understanding that a pattern results from repeating an operation (e.g., addition, subtraction) or making a repeated change to an attribute (e.g., colour, orientation).
Help Peg and Cat finish the chicken dance patterns!
Finish the Pattern Game
How does my pattern grow?
What comes next?
Growing Number Patterns **This game is suitable for grade 2s; you may want to use a 100s Chart while playing this game
The kids had a blast last week making homemade Root Beer with Tanya! Before Tanya came in we talked a lot about added sugars and what they can do to our bodies. Our Root Beer had only 1/3 of the sugars compared to store bought products. You can watch this video at home to learn more. It's great to see the kids reading the labels on their snack foods (or showing us that they have fresh fruits and veggies!) to see how much sugar is in each serving. Click for more information on how how to make healthy food fun for kids!
In our Room 108 Classroom Community, we foster an engaging, respectful and caring environment. I aim to balance a consistent program with flexible responsiveness to students' individual needs.