Thanksgiving Week

On Wednesday in Art we celebrated Thanksgiving. We discussed what we are thankful for and made our own thankfulness turkeys!

We also learned about an artist called George Seurat who used a technique called pointillism in his artwork. We used q-tips to create pointillism on a tree outline using paint and autumn colors. It was tricky adding leaves using ONLY small dots!


In Writers’ this week the class starting writing a teaching chapter book. We all chose a topic we know pretty well and first wrote a table of contents for that book including all the chapter titles.

We learned that when writing a teaching chapter book, we plan the same way as our teaching picture books – we say the chapter across our fingers, part my part. We all started writing our chapters.

We thought about some tips that we should be using to remind us later on of the goals for information writing, e.g. ‘introduce the topic’, ‘end with a thought or idea’, ‘include pictures with labels’, ‘use expert words’, etc. We learned that writers don’t just tell a fact/detail but they help readers to picture the fact/detail. One was to do this is by using a comparison, e.g. bike paths are like roads but smaller. We discussed pausing during our writing and asking ourselves the questions; ‘what kind of writing am I making’ (e.g. a “how to” chapter) and ‘what are the rules of that kind of writing?’



In Readers’ we learned that readers are on the lookout for tricky words to make sure that what they read is what is actually on the page. We learned to do a ‘slow check’ which is a great way to double-check something looks right but also making sure that something makes sense.

We learned that when readers run into a new word, they say the word the best they can and think about what it means. We played a guessing game with our new vocabulary.

The class discussed as we are reading nonfiction we become expert on a topic and get to know keywords related to a topic. We were on the lookout for keywords and really ‘owned’ the new words by repeating them multiple times. As we were reading we noted down some keywords on a post-it. Some words we found are also important in other books.



In Maths Investigations the class continued working with addition and subtraction story problems. During Maths Workshop we each solved 8 problems this week. We revised standard notation for addition and subtraction.

The class was introduced to ‘Guess my Number’. At the start of every session the students were given a few clues (e.g. my number is >6 and <16) and had to ask questions to narrow down the set of possible numbers and figure out what the number is. We worked with numbers 9, 10, and 12 and used cubes to generate expressions that equal these numbers. We recorded down our combinations and shared our answers.

At the end of the week, the class completed a pack of challenging story word problems, each time thinking whether it will be more or less.



In the library on Friday Ms. Schumacher showed us a book about Thanksgiving on Bookflix.



This week I really enjoyed learning about everyone’s favorite book for show and tell. Thank you for sharing and well done!

Have a great weekend!

1G working hard as always

In Maths we played the games ‘Roll and Record’ and ‘Five-in-a-Row’, but this time using one dice with dots and the other with numbers. Every time we had to figure out how many are altogether.

The class continued solving story word problems and using standard notation for addition and discussed strategies to solve problems. The class completed an assessment activity, finding as many combinations of 11 as possible. We also played another variation of Dot Addition, this time finding two combinations for numbers that are equal to each other. Here are some examples:

The class was introduced to subtraction and recording subtraction equations with the minus sign. We shared different strategies for solving subtraction word problems like counting all, removing a group and counting what is left, or counting back or down or using a known number relationship. We all played ‘Roll and Record Subtraction’ and Five-in-a-Row’ on a subtraction game board. We used a number dice (7-12) to tell us how many cubes to start with and a dot dice (1-6) to tell us how many cubes to subtract.




In Writers’ the class chose a best book to evaluate: ‘what have I already learned to do as a writer of teaching books?’ and ‘what do I still need to work on?’ We each set a goal for ourselves. 

We then revised our best teaching book and self-assessed our work against the information writing checklist.

We split into topic-related groups and shared our writing with the class. We discussed ways our topics are similar and ways they are different. Our best books have been added to our own nonfiction book basket in the classroom!




In Readers’ the class were reminded of the things they’ve learned about how to study books to get smarter. We all thought about and shared what we do every time, what we do sometimes and what we may forget.

In nonfiction books, there are often super hard words about a topic. We practiced figuring out tricky words that were covered in a book by thinking about what would make sense in context and then looking at all the parts of the words. We were reminded to persevere when we encounter any unfamiliar words and use a range of strategies to help us to read.

We learned a new strategy to read long words called ‘crashing’. We practiced crashing the parts of a word together in nonfiction books.


On Thursday we had a great field trip! Thank you to all parent chaperones who were there to accompany us.


Happy faces in November

The class started Show and Tell. This week’s topic was about our family. We enjoyed listening to each other and asking questions at the end.



In Writers’ this week the class continued working on writing nonfiction books. We tried to use our best teaching voice when planning step by step and tried imagining the questions readers might have. We practiced rereading to add information and thought carefully about where information should go. We investigated pictures in a nonfiction book and talked about what the author did and why she did it that way.

The class worked on becoming brave spellers and using precise ‘fancy’ words to teach others about a topic. We revised different spelling strategies and started to break down words syllable by syllable listening for sounds and then rereading to see if the word sounds right.

We worked together in small groups as readers to help point out places in teaching books that don’t make sense or spotted places where writers can add more to make things clearer or take away things to keep pages from containing writing that doesn’t go.




In Readers’ we learned that to get really smart about a topic, you don’t just read a book, you also have little chats about that book. We practiced using our own words and own ideas to talk about a book or a page. We also remembered all those good habits of what reading partners do when they work together.

We learned that nonfiction readers make their voices smoother and livelier as they read. We paid attention to expression and aimed to sound like a teacher or reporter putting emphasis on some words to make the words seem really important. We worked with a partner and practiced our best reporter’s voices. Here are are showing off our best reporter’s voices to the class:



In Maths we completed our pre-assessment for Unit 3. We practiced counting forward and backwards from a range of numbers and played a new challenge of ‘how many of each?’ – we had to try to find as many combinations (9) of blocks or marbles as we could.

We learned to play a new game called ‘Counters in a Cup’, similar to ‘how many am I hiding?’, and played with a partner, taking turns hiding counters and figuring out how many are hidden under the cup.

The class discussed strategies for finding a missing part, counting on and combining two numbers. We tried finding all possible combinations of 10 and 8.

We learned a new game called ‘Dot Addition’, where we use 4 rows of 5 cards and find different ways to make a number. We all recorded the combination of cards that makes one of the totals down.




In Art we revised different types of lines and created a colorful landscape picture using markers.



Together with 1P, this week we investigated phonemes ‘e’, ‘o’ and ‘u’.


This week we also continued working on real script, exit stroke letters; ‘d’, ‘h’ and ‘i’.


Have a great weekend!

Last week of October


On Wednesday we had a fun-filled day with lots of Halloween activities.



In Writers’ this week the class started a new unit about nonfiction writing. During this unit, every student will write lots of information books about lots of different topics and will re-visit their writing to self-assess and revise. We started the week off with a pre- on demand performance assessment in which the students chose a topic of their choice (a ‘how to…’ or ‘all about…’ book) they are already familiar with and tried to teach someone about it including lots of detail.

We looked at the differences between a storybook and an information book and noted that writers of information books use a teaching voice, not a storyteller voice.  We followed the steps of ‘How to write a teaching book’ (1. Think of a topic; 2. Plan (say it on your fingers and sketch across pages) and 3. Write) to write a teaching book.  We worked hard to write something interesting on every page.



The last section of Unit 2 in Maths is about looking at shapes and patterns in quilts. The class designed six different quilt squares using different colors for each pattern.


Then we chose our favorite quilt pattern design to copy out onto a larger quilt, nine times.


The class finished Unit 2 in Maths Investigations. Well-done! We all completed two assessment tasks and the post assessment for Unit 2.




In Readers’ this week we distinguished fiction books from nonfiction books.


We started with taking a sneak peek in our mentor text Hang on Monkeys! We learned that readers who want to get smart about a topic don’t just let the pages fly by, they read each page closely.



In IPC, we investigated the question ‘Why do we want to make our brains more powerful?’ We completed a timeline of brain development and watched videos of some amazing things people can do. We thought about what amazing/challenging things we want to be able to do and how we can train our brains to be more powerful. Lastly, we completed an end of unit assessment.



We are looking forward to Sports Day tomorrow!