Learning Intention:

• Students explore size through direct comparison

I Can:

• Compare the weight of two objects directly
• Describe the size of an object in relation to another object using comparative language (heavier, lighter, equal)
• Describe the size of an object in relation to a purpose or need, using comparative language
  

Together we had a group discussion about the words WEIGH and WEIGHT. Some of the guiding questions were: Have you ever heard these words? What do these words mean? Can you give an example?  Students came up with the following:

• "It means how much something weighs - like how heavy it is."
• "I weigh myself at home on a scale."
• "At my doctor's I stand on a scale and they see how much I weigh"
• "People weigh food because I've seen them do it at Superstore."
  
  

Next students worked in groups and were given a variety of classroom objects to explore and talk about using comparative language such as heavy/light, heavier/lighter/ heaviest/lightest as well as equal/balanced. Students did a great job working together in their groups sharing the objects as well as thinking and conversing like mathematicians as they discussed their discoveries about the different weights of each object.

May 13th - 17th

 

This week we welcomed a few new classmates who will be staying with us for a little while! We are really looking forward to learning more about them!

Learning Intentions:

- Children explore movement of objects, humans, and other animals

I Can:

- observe and imitate how animals can move

- identify various ways humans and other animals move

When a special package was delivered to our classroom we all wondered what could be inside? We looked closely and used our 'I See, I Think, I Wonder' thinking routine to help come up with some possible ideas.

I See...

• "There are numbers on the box."
• "It has tape all around it."
• "A white paper on the top of the box."
• "There is a picture of a butterfly."
• "Small words and big words and even medium words."
•  "That the butterfly is very detailed and the purple words are fancy."

After looking closely and talking about what we noticed we sounded out and read the words on the box. We talked about the meaning of the words URGENT, PRECIOUS, CARGO and ASAP. 

 I Think...

• "There might be slime in the box or something sticky."
• "It is a butterfly in there because it has a butterfly picture on it!"
• "It has caterpillars inside because they turn into butterflies!"
• "It could also maybe be a cocoon or a chrysalis inside."

Next we opened the box and found some very teeny tiny caterpillars! There were also mini cups, lids, caterpillar food and a paintbrush! We read the directions and learned that we needed to scoop some food into the mini cups and then use the paintbrush to delicately and carefully transfer one caterpillar into each mini cup.

I Wonder...

• "If they will make a chrysalis or cocoon?"
• "How big they are going to get?"
• "If we get to keep them?"
• "What kind of butterfly they will be?"
• "If they will eat all of their food?"
• "How many legs they have?"
• "Why they have spikes?"

After we had all the caterpillars settled into their new homes, we created a page in our visual journals to record Day 1 of our caterpillar adventures! We can't wait to find some answers to our wonders and see how much they have grown when we get back to school next week! Stay tuned for more caterpillar updates soon!

May 6th - 10th

 

Wishing all you amazing kindergarten moms 

a very Happy Mother's Day 💗

Learning Intentions:

- Children develop appropriate grammar in oral language and experiment with spelling and punctuation in written messages

I Can:

- Copy environmental print to become familiar with how words are spelled

- Attempt to spell unknown words using letter-sound relationships

Students were very busy this past week working on their special Mother's Day writing and art. At the beginning of the week we looked closely at the beautiful flower artwork done by the artist Georgia O'Keeffe. Students noticed different things about her art such as her use of colours, the variety of flowers, her attention to detail and the way that the flowers took up most of the space. Once students had decided on how they wanted to draw their flower they drew it using pencil and then traced it using a sharpie. The next step was choosing the colours they would use for their flower and then a contrasting colour for the background. As they used the watercolour paints they focused on painting slowly and carefully to make sure their flower was perfect for mom! Once we had finished painting we move onto writing a special message for our moms. Students copied the words 'Happy Mother's Day' and 'I love you' from off the board and were then encouraged to use their understanding of the letter-sound connections to finish their message using 'kid-writing.' 

 

 

 

 

April 29 - May 3

 

What an amazing week of swimming!

I am so incredibly proud of all the kinder students for their effort, learning and courage during their swim lessons. Not only did the kinders 'nail it' with swimming, but they demonstrated excellent manners on the bus as well as at the pool. They remembered the importance of helping and encouraging each other as well as making sure they always put 'safety first'. 

Way to go Kinders! 💗

Learning Intention:

- Children explore physical activity in a variety of contexts

I Can:

- Perform physical activity experiences that provide personal enjoyment

- Participate in a variety of physical activities and games

Students took some time to reflect and journal about their swimming experience...