Week of October 2

Under the transdisciplinary theme of How We Organize Ourselves…

We will be exploring the central idea: In a workplace people share responsibility towards a common goal. 

An inquiry into:

  • Purpose of a workplace

  • Interconnectedness of people in a workplace

  • Importance of a shared vision or common goal. 

Key Concepts:

  • Function: Purpose of a workplace
  • Connections: Interconnectedness of people in a workplace
  • Responsibility: Importance of a shared vision or common goal.

Over the course of this UOI students will be exposed to real life workplace situations with each student meeting and interviewing various staff members of BIS and reporting back to the class what they found out. We will review children’s books and literature about teamwork play games involving teamwork and collaboration as well as exploring books about various types of workplaces and professions. 

For our final project for this unit, students will work together to create their own workplaces and present their projects during Grade One’s Fabulous Friday which will be held Friday, November 10. 

Tuning into our new Unit of Inquiry

In our first week of this unit, students tuned-in to the concept of teamwork by watching and discussion wonderful short videos about teamwork – both good and bad. This was followed by discussions about what good and bad teamwork looks like, sounds like and feels like. Having shared these basic ideas, the children then participated in a number of collaborative games in which they had to work together towards a common goal. 

Collaboration & Teamwork Games

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In Pass the Squeeze, all the students in Grade 1 sat in a circle and worked together to see how quickly they could send a squeeze all the way wound the circle. The common goal was to end up with the same number of squeezes that we started with. The skills we applied were concentration and teamwork. 

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In 1, 2, 3 Buzz, students sat in a circle. We began by counting 1, 2, 3, 1, 2, 3 around the circle for practice. The next step was to replace 3 with the word buzz. The common goal was to go around the circle without making a mistake. The skills we applied were concentration and teamwork.

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In Sit, Lie, Stand, students got into groups of 3. At any given time, one of them had to be sitting, lying or standing. When they heard Change, they had to change positions based on what their teammate was doing. The common goal was to make sure only one student was sitting, lying or standing. The skills we applied were concentration and teamwork. 

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In Traffic Lights, students had to walk around the room and perform an action based on what the teacher called out. The common goal was to make sure everyone did the actions together.  Red = Freeze, Yellow = sit on the floor, Green = begin walking. The skills we applied were listening

Week of August 28th

Our Week in Grade One

It has been a very busy 2 weeks as students settled into the class routines and lessons.

Unit of Inquiry: This week students continued to work on their Who I Am booklet, sharing their goals, favourite subjects and activities and drawing images of their family members. They listened and responded to stories on being principled, one of our learner profiles for this unit. 

We began exploring emotions. Students listened to stories and drew pictures of times they felt different emotions.

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Literacy:  We continued to explore letter/letter sounds as well as introducing new sight words daily. Students are learning about cvc words – consonant vowel consonant words such as dog, cat, sit etc. Each day, students are given the opportunity to spell cvc words during our ‘grab a picture’ game. It is wonderful to see their confidence growing as they successfully spell different words. Students are now able to write short sentences using the new daily sight words.

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Writing: In writing this week, students completed their first writing to recount relating to something they did on the weekend. We also made play dough pizza and students wrote a recount of the steps they took to make the pizza. An activity enjoyed by all. 

MathStudents were introduced to another math tool: the 5/10 frame. They played various games and completed activities in their math journals.

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Reading: In reading, students continue to build their stamina and can now read for 7 minutes. They have been successful in following the Read to Self routine which involves. During our reading lesson, students were introduced to a few ways to help them read a book – Having an eagle eye which involves using the pictures to help you read a work and Lips the Fish which is getting their lips ready to read the first letter of a word. Students practiced during our reading time.

 

Our Week in Grade One

Unit of Inquiry: This week we began our unit by looking at the physical aspects of Who We Are. Students worked with a partner to trace an outline of their body which they coloured. They were able to name various body parts which we labeled on one of our tracings. Another activitity was to fill in a similar and different chart using their classmates as a comparison. 

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LiteracyThis week we began our exploration of letter/letter sounds in order to be able to begin reading cvc (consonant/verb/consonant) words such as bag, man, cat. Students were also introduced to a sight word of the day. Students  began writing sentences using each sight word. The focus was: Counting out the number of words in their sentence, beginning with a capital letter, leaving a space between each word and finishing with a punctuation.  The letter/letter sounds covered this week were: s, a, t, i, p, n, c/k. The sight words covered this week were: a, I, in, the, and, it. 

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Writing: In writing this week, students were introduced to the differences between a letter, a word and a sentence. They practiced the proper way of sitting at their desk and holding a pencil  in preparation for the writing process. We also began our Writing to Recount. Students were introduced to the writing features and we shared recounts verbally. On Friday, students planned their first written recount. 

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MathThis week was all about reviewing numbers 1-10, practicing the proper way to write numbers, mental math activities and reading our classroom calendar. 

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Reading: In reading, students were introduced to the three ways to read a book: look at the pictures, read the words and retell the story. Students were given their book boxes and chose 6 books to read for the week. Students began with Reading to Self which involves 5 steps: Get started right away, read the whole time, stay in one spot, read quietly and work on stamina. Students were able to successfully apply all the above steps for 3 minutes. This resulted in adding a minute to their reading time. The goal is to reach 15 minutes of uninterrupted reading.  It was wonderful to see the students embrace this challenge.

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First Week of School

Dear Parents,

Welcome to Grade One. We know this will be a wonderful year. Ms. Lydia and I are very excited to be spending this time with your child.

We will be sending home a unit overview which will explain what we will be covering for the next 5 weeks in math, literacy, writing and our unit of inquiry.

This week was a very full week for the students. This year, there are 11 students in grade one, 7 of which are new to BIS.

This week we focused on classroom routines, classroom jobs, essential classroom agreements and exploring inside and outside the classroom and getting to know each other. The students are all very excited to learn how to read and write and have been very engaged in all the lessons this week.

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Our classroom blog will be updated throughout each month and will include updates and photos of student learning.

Stay tuned!

 

Week of May 5th

Unit of Inquiry

Sharing The Planet

Central Idea:

In an ecosystem living things interact with each other and the nonliving things in their environment.

Lines of Inquiry:

  • Living and nonliving things in different environments

  • Features of ecosystems

  • Reasons for interaction and dependence in ecosystems

Teacher Questions:

  • What is a living thing?

  • What is a nonliving thing?

  • What is a habitat?

  • What is an ecosystem?

  • What is the human part in keeping the balance of life on earth?

  1. PYP Attitudes

  • Appreciation, Cooperation, Empathy

Learner Profile:

  • Knowledgeable: We engage with issues and ideas that have local and global significance

  • Communicator: Understand and express ideas and information confidently. They work effectively and willingly in collaboration with others

Transdisciplinary Skills:

  • Thinking , Research and Communication Skills

Unit for this week

This week students were introduced to our new unit this week. We began with a tuning in activity. Students were separated into two groups and were given various math manipulative to sort. They had to work together to come up with different ways of sorting and this information was recorded. After these activities, students were given images of living and nonliving things and without any guidance, they were asked to sort these pictures into 2 groups. Students were able to eventually come up with a living and nonliving group. These pictures were glues onto a poster. Following this activity, we had a whole class discussion as to why they sorted the pictures like they did. Their feedback was recorded one of the posters. The next tuning in activity involved students looking at a plant, a branch and a stuffed animal. We had a discussion as to which one was alive and which ones were not. This led to things that were alive but were no longer. Students generated a list of what made something alive. Which one use to be alive? Which one was never alive? The next activity involved students pairing up with a partner. Each group had 2 bags labelled: Was once alive, Was never alive. Students walked around the school collecting objects and sorting them into the separate bags. Class discussion followed. 

Math for this week

This week, we continued with our exploration of arrays and the connection between addition and multiplication. Students practiced creating their own arrays and writing the number sentence for both addition and multiplication. They were also introduced to some simple multiplication picture word problems. 

Writing for this week

This week we began our final writing unit: Writing to Describe. We began by reviewing the important elements of descriptive writing: nouns, adjectives and present tense verbs. Students were introduced to many vocabulary words for each and they had to find the matching pictures that were scattered throughout the classroom. As a class we will work through a 5 senses activity in order to help students gain an understanding that we use our senses to help us describe things. Students will work on a Monster Writing Activity using adjectives to describe their monster. 

Language Arts for this week

This week students were introduced to new literacy centres. The focus this week is to independent writing, persuasive writing, finishing up an activity book and being introduced to a new reading comprehension booklet. In reading, we continued with our guided reading groups. 

Pictures: Students review sorting using math manipulatives. After they felt comfortable with this activity, they were given picture cards of various things and told to sort them into 2 groups. After about 10 minutes, each group sorted all the pictures into living and nonliving. 

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Week of April 21

Unit of Inquiry

Where We Are in Place and Time

Central Idea:

Culture and location influence people’s daily lives both past and present

Lines of Inquiry:

  • The unique features of various locations

  • How culture influences society

  • How societies change over time

Teacher Questions:

  1. How does location influence daily lives?

  2. In what way does culture influence society?

  3. What are the different ways societies change over time?

PYP Attitudes

  • Curiosity, Creativity and Appreciation

Learner Profile:

  • Inquirers, Knowledgeable

Transdisciplinary Skills:

  • Thinking and Research Skills

This week we had a wonderful time on our field trip to Amazing Art World. Lots of fun was had by everyone.

Unit for this week

This week students continued collecting research for their paper on the Aboriginal culture. They were shown some videos on the types of food eaten not only in the past but in the present. We also had a discussion comparing the Inuit culture with the Aboriginal Culture and the hardships the Aboriginals had to face both past and present compared to the Inuit culture. Students were introduced to Aboriginal art and we looked at the meanings of various symbols used in their art. Afterwards, students were given a boomerang as the template for their own aboriginal art using symbols. Afterwards, each student dictated the story they had created. 

Math for this week

This week students were introduced to the quarter hour – quarter two and quarter after. After various activities using clocks in the classroom, students worked independently on worksheets.  

Writing for this week

This week the focus of persuasive writing was on what they did not want. Students chose their own topic, planned their draft and wrote letters to the person/s of their choice. 

Language Arts for this week

Students continued to work through various learning centres that focused on sentences, phonics, reading comprehension and free writing. In order to help students that are helping some difficulties with sight words, students were paired up with a ‘student’ teacher and were given sight words to work on. In reading, students continued to work in reading groups, both independently and with a teacher. 

Amazing Art World

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Week of April 14

Unit of Inquiry

Where We Are in Place and Time

Central Idea:

Culture and location influence people’s daily lives both past and present

Lines of Inquiry:

  • The unique features of various locations

  • How culture influences society

  • How societies change over time

Teacher Questions:

  1. How does location influence daily lives?

  2. In what way does culture influence society?

  3. What are the different ways societies change over time?

PYP Attitudes

  • Curiosity, Creativity and Appreciation

Learner Profile:

  • Inquirers, Knowledgeable

Transdisciplinary Skills:

  • Thinking and Research Skills

It was a wonderful week for the students as they were able to show their learning during the student led conferences. We spend a few days getting ready and students were able to chose certain activities they wanted to show their parents. It was wonderful to hear their confidence as they showed different areas of their learning. 

Unit for this week

Students were given their research paper for the new culture – Aboriginals and with a partner, researched information using books and the computer. They began to collect information as to how the Aboriginals lived in the past. 

Math for this week

This week in math, students finished up the centres from last week. They also were introduced to the concept of seconds, minutes and hours and how long certain activities take and am/pm. Students learned how to read schedule. They were introduced to the new math centres this week. 

Writing for this week

Students continued with persuasive writing. After our field trip this week, students were given the task of writing a recount of what they did on the trip. Prior to this, we reviewed and practiced the features of writing to recount so that they would be confident to write a recount of the trip independently.  

Language Arts for this week

In literacy, students worked through various learning centres that focused on sentences, phonics and reading comprehension. In order to help students that are helping some difficulties with sight words, students were paired up with a ‘student’ teacher and were given sight words to work on. In reading, students continued to work in reading groups, both independently and with a teacher. 

Week of April 7th

Unit of Inquiry

Where We Are in Place and Time

Central Idea:

Culture and location influence people’s daily lives both past and present

Lines of Inquiry:

  • The unique features of various locations

  • How culture influences society

  • How societies change over time

Teacher Questions:

  1. How does location influence daily lives?

  2. In what way does culture influence society?

  3. What are the different ways societies change over time?

PYP Attitudes

  • Curiosity, Creativity and Appreciation

Learner Profile:

  • Inquirers, Knowledgeable

Transdisciplinary Skills:

  • Thinking and Research Skills

Unit for this week

This week, students were introduced to a new culture and landform. Students were first shown images of the Australian desert. We looked at the unique features of this landform and students were encouraged to think about the type of living things that made their home here. They were than given a document to fill out in regards to what they thought the people who lived in the Australian desert in the past wore, ate, used for transportation and what their homes looked like. Students shared their ideas. The students were than show images of the aboriginals in the past. Students shared their thoughts about the images they were seeing. They were than given a “I see, I think, I wonder ” paper to fill out. This was shared with everyone. 

 

 

Math for this week

Throughout this week, students continued practicing telling time, both hour and half hour. They worked through various math centres and activities. 

 

Writing for this week

Throughout the week, students planned, created a draft and wrote persuasive letters on the topics they had chosen. Lots of practice was given so that students felt comfortable following the format for persuasive writing. The focus this week was writing to persuade for things that they wanted. 

Language Arts for this week

In literacy, students worked through various learning centres that focused on sentences, phonics and reading comprehension. In order to help students that are helping some difficulties with sight words, students were paired up with a ‘student’ teacher and were given sight words to work on. In reading, students continued to work in reading groups, both independently and with a teacher. 

Week of March 24th

Unit of Inquiry

Where We Are in Place and Time

Central Idea:

Culture and location influence people’s daily lives both past and present

Lines of Inquiry:

  • The unique features of various locations

  • How culture influences society

  • How societies change over time

Teacher Questions:

  1. How does location influence daily lives?

  2. In what way does culture influence society?

  3. What are the different ways societies change over time?

PYP Attitudes

  • Curiosity, Creativity and Appreciation

Learner Profile:

  • Inquirers, Knowledgeable

Transdisciplinary Skills:

  • Thinking and Research Skills

Unit for this week

Students were introduced to the first culture, location and time period they were going to research – The Inuit living in the Arctic circle in the 1940’s and 1950’s. Students were shown images of the arctic. We talked about the features of this particular location. They were asked to imagine that they lived in a place like this. They worked with a partner to draw pictures of what they thought the people who lived in the Arctic in the past ate, wore and used as transportation. 

We shared the images that students had collected in regards to their culture. Students than shared their drawings relating to the activity above. 

Images were put on the desks of the Inuit from the past. It was wondering to see how engaged the students were as they explored this unique culture. Afterwards, students shared their impressions of what they had seen. 

Students were given their research book that they would use to collect information of the Inuit. The first task was to record the vocabulary that they would be hearing throughout this first culture. The topics they would be collecting information for were: transportation, food, clothing, shelter, weapons and location. 

Throughout the week, students watched videos from the Canadian Film Board that were made in the 1940’s for schools. Whenever we got to some information that they could use we stopped the video and students recorded their findings on their research paper. Students also looked through unit books to gather information. 

We also looked at particular Inuit art  and students had the opportunity to create their own Inuksuit using play dough and a Inuit carving called a Scrimshaw using soap. They were completely engaged and excited to create these art pieces. 

When students had finished collecting all the necessary data for their research project, the information was transferred onto a Lap Book which they created. 

Math for this week

We began this week by reviewing everything that they learned about a calendar. Students who had not completed their calendar booklet were given time to complete this. 

Students were introduced to time. As a class, they brainstormed everything they knew about time. This was recorded on a class poster. The vocabulary that was added/introduced to this was: hour, minutes, second, day time/night time/ morning, afternoon, evening, midnight.

Students  created a ‘All about time’ poster that has all the relevant information that will be covered. This will be used as a reference. 

Students were introduced to the first concept: hour. We did activities together as a class using the Smartboard as well as playing various games relating to the hour. 

Writing for this week

This week, students continued exploring what persuasion means through various stories. The story Click Clack Moo was used to introduce parts of a letter. They were also introduced to the various steps of persuasive writing – stating an opinion, reasons and restating an opinion. Students chose something that they wanted to ask their parents for and we began working through the various steps. Once this draft is completed, students will transfer this information onto a persuasive letter. 

Language Arts for this week

In reading, students worked independently on their new reading comprehension booklet. We also continued with guided reading lessons and students practiced the various techniques that were covered in the past few weeks that would help them become better readers. We also used the literacy period to work on various centres focusing on phonics and writing. 

Week of March 17th

Unit of Inquiry

Where We Are in Place and Time

Central Idea:

Culture and location influence people’s daily lives both past and present

Lines of Inquiry:

  • The unique features of various locations

  • How culture influences society

  • How societies change over time

Teacher Questions:

  1. How does location influence daily lives?

  2. In what way does culture influence society?

  3. What are the different ways societies change over time?

PYP Attitudes

  • Curiosity, Creativity and Appreciation

Learner Profile:

  • Inquirers, Knowledgeable

Transdisciplinary Skills:

  • Thinking and Research Skills

Unit for this week

Students were introduced to the concept of time by exploring a time line. They visited classrooms in order to collect data regarding the year that students were born. This information was recorded on the classroom time line.

Students were engaged in a discussion relating to their concept of time. What does it mean to get older in relation to time?

In preparation for introducing the concept of ‘culture’ students went to the computer lab and collected images related to their culture. The topics were food, clothing and housing.

Whole class activity: students shared their beliefs about how certain things were in the ‘past ‘. How did people move from one place to another?  What did they wear?  What types of houses did they live in? The responses were recorded in one colour.

Students than spent time exploring the unit books. Afterwards we added the things they had seen to the poster above using another colour.

I See, I think, I wonder: Students were shown images of things in the past – transportation, housings, people, clothing. We filled out a  I See, I Think, I Wonder template. Students were asked to think about any questions or comments they would wanted to add that they might be interested in exploring.

Math for this week

This week students were introduced to new math strands relating to Measurement, specially looking at time. As a whole class, students reviewed all the types of measuring that we have covered so far – length, width, weight and volume. They were asked if time can be measured and if so, how – answered were recorded. Students were asked to turn their backs on the classroom calendar and name all the things that are found on this calendar. After recording their responses, students were each given a day of the week and they had to organise themselves and put the days in order. We repeated this activity using the months of the year.

Students were introduced to a calendar. They were given their own calendar for the month of March and had to answer questions relating to this month. For example, how many days in March?  What day is the 1st of March? What is the date of the second Saturday in March? This was followed by some math games related to calendars. Students spend the remainder of the week working independently in their calendar workbook.

Writing for this week

This week, students began their Persuasive Writing unit. We reviewed all the different types of writing we have covered so far. Students were introduced to Persuasive Writing by the short stories  ‘Don’t let the pigeon drive the bus’ and ‘I wanna Iguana’ We explored what the stories were about and what the main characters did or said in order to get what they want. Students were given the opportunity to respond to the pigeon character by drawing a picture of what they would say to the pigeon if they were asked the same thing. They were than given the activity of drawing a picture of what they would love to drive and what they would say or do to try and get what they want. This was shared with the whole class. 

Language Arts for this week

In reading, students worked independently on their new reading comprehension booklet. We also continued with guided reading lessons and students practiced the various techniques that were covered in the past few weeks that would help them become better readers. We also used the literacy period to work on various centres focusing on phonics and writing.