Learning Intentions:

• I can tell you about different types of energy. 
• I can notice light, sound and movement energy.
• I can describe how things move using direction, pathways, speed and movement.
• I can describe how fast or slow something moves.
• I can change how something moves. 
• I understand that forces (push and pulls) can change movement. 
• I can tell you ways to help take care of the Earth.

This week in Science, the Grade 1/2s started a new unit on Energy. Grade 1s are focused on Movement Energy and Grade 2s are focused on Light and Sound Energy, however we will be exploring all three concepts through a connected unit. The students started the week by learning about the different types of energy and how energy makes things happen, such as how light energy provides light for us. The students practiced sharing their initial thoughts for the unit using a more structured worksheet focusing on True and False, Multiple Choice and Fill in the Blank, in order to gain a better understanding of how to complete these types of tasks. On Tuesday, the students participated in a field experience opportunity where they observed different types of movement, light, and sound energy within our schoolyard. On Wednesday and Thursday, the students experienced how things can move in different ways and practiced the different terminology to describe how things change. They tested how different objects could move at different speeds and in different pathways. We also spent time exploring and reflecting on Earth Day on Wednesday and how we can all help take care of our Earth. 

Learning Intentions: 

• I can tell you what a noun is and identify it in a sentence. 
• I can tell you what an adverb is and provide examples. 
• I can share my opinion on a topic and gives facts to support my opinion (persuasive writing). 
• I can create a narrative from a picture. 
• I can use my understanding of synonyms and antonyms to find words that have the same or opposite meaning. 
• I can work in a small group to practice literacy skills. 

This week, the students participated in another set of literacy centers where they practiced skills taught in the previous weeks. One center focused on identifying nouns in a sentence through a write the room task where they went on a scavenger hunt to find the different cards around the room. Another center was focused on identifying words that are adverbs and finding different examples of adverbs in a word search and a maze format. The next one was a persuasive writing task where they made a simple plan and wrote a letter to convince a family member that they should get a cat. Then, they focused on writing a narrative story based on an April themed rainy-day picture. This center was intended to help the students practice for our upcoming school wide writing prompt on May 5th. Finally, the students compared two words and identified if they were synonym or antonym pairs. They worked in small groups as they rotated through the different centers. 

Supporting Your Child At Home: 

• Math: Your child has brought home a math page with basic facts. Please have them complete the page to help them build quicker recall in these facts. 
• Science: What can you do as a family to help take care of the Earth? Brainstorm some ideas and make a plan together!

Pictures of the Week

 

 

 

 

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 is special about my artifact
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.” And, 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 build my foundation reading and writing skills
I can build my phonological awareness of letters, sounds and how they are represented
I can collaborate with my group
I can use my understanding of short vowel sounds to write three letter words
I can use digraphs, blends and heart words in my writing
I can use various spellings to showcase different short and long vowel sounds
I can use UFLI lessons to strengthen my literacy skills
I can build my comprehension skills and retell information from a text

After our Spring Break, students started working in leveled Literacy Groups four days a week. These 30-minute sessions are anchored in UFLI (University of Florida Literacy Institute) lessons. This enables students to work in smaller groups on targeted literacy activities. All students underwent testing, combined with classroom observations, to determine which group would best help build their literacy skills. Ending the year with a strong focus on Literacy will help students strengthen their reading and writing abilities and prepare them for the next grade.

At Home Learning:
Literacy:
Ask your child to write 2–3 sentences about their day, remembering capitals, spaces, and punctuation. Ask them what the difference is between an adjective and an adverb. Ask them what 3 question words help us to identify adverbs (how, what and where).

Math:
Your child will bring home basic facts to practice on Monday. Please have them complete the work to build faster recall.

Photos of the Week

 

 

 

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), including 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:
Ask your child to 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?

Your child will bring home a basic facts to practice on Monday. 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 the Week

 

 

Learning Intentions:

• I can tell you that a noun is a person, place or thing
• I can tell you that a verb is an action word
• I can tell you that an adjective is a word that describes a noun
• I can use nouns, verbs and adjectives in my written work

This week, the students learned about nouns, verbs, and adjectives. Through various videos, discussions, and independent tasks, the student learned about these different parts of speech. The students participated in word hunts for different verbs, illustrations to demonstrate different types of nouns and made a diagram in their visual journal. In Journals next week, they will challenge themselves to include three key words (noun, verb, and adjective) in their writing. 

Learning Intentions:

• I can tell you about my heritage
• I can tell you about my culture
• I can tell you about my name
• I can tell you about celebrations, places and foods that are special to my family

This week, the students started a new unit called Our Shared Stories. Students brought home a paper at the beginning of the week to learn more about their names and their culture. This was due on Thursday, and the students will be using this for a final project at the end of this unit. On Monday, the story On Tuesday, the students participated in a virtual presentation from the Calgary Public Library. The presentation was from a series called, "Caretakers of the Land" and focused on Indigenous Languages Day. The students listened to a story and learned how to say different animal's names in Indigenous languages. They looked at Indigenous knowledge and values and how everything is connected to one other in the world. They ended the week by learning more about different languages in our world. 

Supporting Your Child at Home:

• Reading: When reading with your child, ask them to identify the noun, verb or adjective in a sentence. 
• Math: Your child brought home a basic facts practice sheet. Please have your child continue to practice their facts at home to build quicker recall. 
• Social: Please ensure your child has returned their "All About Me" homework as we will need it for an upcoming project. 

This Week in Pictures