January 5-9, 2026

Learning Intentions:

• I can explain that even numbers include numbers ending in 0, 2, 4, 6 and 8.
• I can explain that even numbers include numbers ending in 1, 3, 5, 7 and 9.
• I understand that pairing numbers makes it easier to tell if a number is odd or even.
• I can use both odd and even numbers to help build my number sense.

In Math, students have been learning about odd and even numbers to expand their understanding of mathematical concepts. In the book “Even Steven and Odd Todd”, these two fictional cousins helped us learn about odd and even numbers. We also watched videos and did fun activities (such as finding all the numbered butterfly pictures) to reinforce the concept of odds and evens. This is an important stepping stone to understanding the structure of the number system, rules of arithmetic, and logical reasoning.

Learning Intentions:

• I can follow and create step-by-step instructions.
• I can test and debug instructions.
• I can use sequencing and repetition.
• I can observe and describe seasonal changes.
• I can identify winter weather conditions (snow, ice, frost, cold, wind).
• I can use investigation to observe, record and observe changes.

 In Science, we combined the themes of Computer Science and Winter Changes in a fun and engaging way. Throughout the week we explored the changes that happen in winter, how both people and animals adapt to these changes, while learning about creating and testing instructions. This interactive unit included hands-on activities like testing, mapping, sequencing and recording data. The students also had multiple opportunities to use the Ozobots and try coding different pathways for the robot to follow. To complement this unit, stories such as “Froggy Gets Dressed” and National Geographic’s “How Animals Survive in Winter” were enjoyed.

Learning Intentions: 

• I can identify rhyming words in a poem.
• I can identify repetition in poetry and recite lines back.
• I understand that stanzas help organize ideas in poems.
• I can make inferences about the author’s message.

In Literacy, our theme was Snowy Book Studies. This unit combines poems and stories such as “All You Need for a Snowman”, “A Chubby Little Snowman”, “Snow is Falling” and “The Biggest Snowman Ever”. We continued our weekly journal writing and focused on important literacy skills, including recognizing rhyming words, understanding how illustrations support a text and learning about lives and stanzas in poetry. Lastly, we finished the unit with Snowman Art and an Acrostic poem.

Supporting your Child at Home:

• Math: Use cards or dice to reinforce your child’s understanding of odd and even numbers.
• Spelling: The student's weekly spelling tests have continued. Please continue to work on these words with your child at home. 

Sunrise Spelling Group Words

1. each

2. free

3. meaning

4. please

5. sheep

6. sneeze

7. speak

8. teach

9. team

10. teeth

11. weave

12. wheel

Review:

1. away

2. plain

3. stain

4. train

Challenge: 

1. between

2. reason

Sunset Spelling Group Words

1. slid

2. spit

3. split

4. step

5. stop

6. strap

Review:

1. that

2. this

3. which

4. whip

Challenge:

1. slide

2. stick

December 15-19, 2025

 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. 

December 8-12, 2025

 Learning Intentions:

• I can work with a group
• I can follow step by step instructions to create art
• I can read and listen to stories and make connections
• I can use my knowledge of letter sounds to solve a puzzle
• I can create complete sentences
• I can show my learning through multiple literacies

This week, the students started their first rotation of literacy centers. The students worked with their groups to complete the following tasks: Winter Code Breaker, Guided Drawings of Gingerbread Person and House, Listened and Read various Gingerbread stories and made connections and shared their thoughts on the book, finally, they made fun holiday sentences through a game! The students will continue to explore literacy centers throughout the year. They are working on staying at their center and working the whole time, working with their teammates and completing their tasks.

Learning Intentions:

• I can record data using tally marks
• I can ask my classmates survey questions to collect data
• I can use data to make bar graphs
• I can use data to make pictographs
• I can create a question, survey my classmates, graph the results and draw conclusions (Gr 2)

This week the Grade 1s and 2s both continued their exploration of data in math. They continue to practice different skills such as recording data in tally marks when surveying their peers and sharing data through various types of graphs like bar graphs and pictographs. They are continuing to explore how to draw conclusions from the data such as "What is the difference between how many people chose snowflake over tree?" They will finish their learning on statistics by the end of next week with more hands on activities as well as a quick check-in to assess their learning.  

Supporting Students at Home

Spelling:
Students will not be receiving a spelling test this week as next week we will be busy with festive learning opportunities! We will continue spelling when we return in January. 

Math:
As we explore data and statistics, please encourage your child to find ways to explore this unit at home. Ask your child to make a tally chart and count how many items in the fridge? On the Christmas tree? Have your child ask family members a would you rather question and have them record their answers.

December 1-5, 2025

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  Learning Intentions:
  • I can record data using tally marks. 
  • I can ask my classmates survey questions to collect data.  
  • I can use data to make bar graphs. 
  • I can use data to make picture graphs.  
  • I can identify the x-axis and y-axis on a chart. 

   

  In Math, the students started exploring data and statistics. The students have been gathering data from their classmates with questions such as, “Would you rather have 1 giant gingerbread cookie or 10 small ones?” Throughout their exploration, they have learned to use tally charts, bar graphs and pictographs to share their findings. They are building capacity on answering questions about their data such as “Which option was chosen the most?” They watched videos and read books to help build their understanding. 

  
  

  Learning Intentions:
  • I can explain the difference between needs and wants.
  • I can explain the difference between goods and services.
  • I can explain how goods and services can be traded or shared. 
  • I can identify things that are imported into my community.
  • I can identify things that are exported out of my community.
  • I can understand how things are transported to different places.

  
  
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• In Social Studies this week, the students continued their exploration and learned about needs and wants. They followed this by learning about goods and services and how they relate to our community. With this, they learned about trading and bartering and participated with a fun hands-on activity where they practiced trading with each other. Later on, we focused on natural resources and man-made products. They studied how different items come into and out of our community. There were some great discussions and conversations throughout the week. 

Supporting Students at Home

Spelling:

At the end of the week, students will bring home spelling words for them to study for the following week. Please support your child and help them practice the words. Please see the lists below.

Math:

As we explore data and statistics, please encourage your child to find ways to explore this unit at home. Ask your child to make a tally chart and count how many items in the fridge? On the Christmas? Have your child ask family members a would you rather question and have them record their answers.

Sunrise Spelling Group Words

1. ask

2. black

3. desk

4. kick

5. lake

6. milk

7. neck

8. rock

9. smoke

10. snake

11. trick

12. truck

Review:

1. dish

2. flash

3. such

4. white

Challenge: 

1. pocket

2. whiskers

Sunset Spelling Group Words

1. chick

2. chin

3. chip

4. chop

5. much

6. rich

Review:

1. rush

2. ship

3. shop

4. wish

Challenge:

1. boy

2. girl