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 where 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.
No comments:
Post a Comment