Grade 1 - Room 3

Email Sr. Gutierrez

Please have in mind the following events:

  • Feb 11 and 12- CPAWS in class presentations

  • Feb 13 and 14- Teacher’s Convention (No School)

  • Feb 17- Family Day (No School)

  • March 13- Storytelling Residency Presentation for Parents

Also, we have the following residencies:

  • "Storytelling" (all February and beginning of March)


2D and 3D shapes

2D and 3D shapes

Students build tridimensional shapes using toothpicks and plasticine.
Students build tridimensional shapes using toothpicks and plasticine.


Students build tridimensional shapes using toothpicks and plasticine.

Storytelling Residency

Storytelling residency
Storytelling rubric


Drama excersises
Drama playing


Fiction, story elements
Students identifying story elements in the books read.


Timelines and sequencing
Students using a timline and flashcards to sequence and retell events.


Scratch Art
Students sharing feedback working on their scratch art.


Scratch Art
Student coloring using oil pastels.


Needs of Animals & Plants, CPAWS insite school field trip

Needs of Animals & Plants, CPAWS insite school field trip
Stundents participating in learning centers.


Needs of Animals & Plants, CPAWS insite school field trip
Stundents participating in learning centers.


Stundents participating in learning centers.


Stundents participating in learning centers.


Stundents participating in learning centers.


Stundents participating in learning centers.



Stundents participating in learning centers.


Stundents participating in learning centers.


Stundents participating in learning centers.



Please have in mind the following events: 

* January, Monday 6, PD Day, NO SCHOOL for students. All students are expected to come on Tuesday, January 7th.

* We are going swimming during the afternoon on the following dates: 

- Thursday, January 9th

- Tuesday, January 14th

- Thursday, January 16th

- Tuesday, January 21st

- Thursday, January 23rd

* Also, we have the following residencies:

- "Scientist in School" (Jan. 27, 28, 29)

- "Storytelling" (all January)

* Student Led Conferences (Jan. 30, 31)

Please ensure your child has extra clothes in their backpacks and are dressed for the weather. 

What we are learning: 

English Language Arts: 

* Story telling 1, importance and porpuse of story telling.

* Reading strategies:

- Comprehension strategies: a) read aloud with some fluency and accuracy, after rehearsal, b) self-correct when reading does not make sense, using cues such as pictures, context, phonics, grammatical awareness and background knowledge.

* Sight words: first, and, there, where, who, then, other, into, more, her, has, them, how, once, two.

* Family words: ick, eet, eep.

* Identify contents page and glossary of terms in a book.

Spanish Language Arts: "Cuenta Cuentos": contents: a) sequencing, b) ordinal numbers, c) prepositions of time and place:  ; d) articles: .

* Frequent expressions: 

Math: Demonstrate an understanding of addition of numbers with answers to 20 and their corresponding subtraction facts, concretely, pictorially and symbolically, by:

- using familiar mathematical language to describe additive and subtractive actions

- creating and solving problems in context that involve addition and subtraction

- modelling addition and subtraction, using a variety of concrete and visual representations, and recording the process symbolically.

Sciences: Senses: Apply particular senses to identify and describe objects or materials provided and to describe living things and environments. Students meeting this expectation will be able to describe characteristics, such as colour, shape, size, texture, smell and sound.

Social Studies: Stories, time and people.

Arts: Actions and viewpoints. 

Physical Education: Application of Basic Skills in Individual Activities. Swimming.  

W.O.M. Winter Musical 2019





"Mi Comunidad" (My Community)

In this unit, our grade 1 students assume the role of citizens, engineers, designers and architects. They identify different important landmarks in a city, roads, highways, sidewalks, traffic signs, residential, commercial, and services areas. Our class accessed varied urban regulatory plans and discuss how they are displayed. Then, they designed multiple drafts of an urban regulatory plan of a community of their creation, which later becomes a functional model of a community using recyclables. Also, in this unit, our students examine how they belong and are connected to their world, determine what makes their communities thrive. Some questions we explore on this unit are: 

- What is a community?

- What different types of communities or groups do you belong to? 

• What helps us to recognize different groups or communities (e.g., landmarks, symbols, colours, logos, clothing)?  

• In what ways do we belong to more than one group or community at the same time? 

• In what ways do we benefit from belonging to groups and communities? 

• What are our responsibilities and rights at home, at school, in groups and in communities? 

In what ways do people cooperate in order to live together peacefully? 

• How do groups make decisions? 

• In what ways do people help one another at home, at school and in groups to ensure the vitality of their community? 






"Todo Sobre Mi" (Sample): This project allow students to share about themselves by designing and making a poster in English and Spanish. Our grade one students in room 3 discuss and coocreate succes criteria, elaborate rubrics and talk through samples exploring varied ways to share feedback, improving their future drafts and blueprints and consequently their end product. Our students take turns presenting their posters multiple times, participating in small groups (fishbowl discussions) and large groups (class or buddy classes).


Please have in mind the following events: 

  • October 21 Life-touch School Pictures
  • November 1 No school

What we are learning:

English Language Arts: Consonants and vowels, blended sounds. -Sight words: of, a, from, to, me, you, mom, dad, family, not, in, out, on, is, my, this. - Family words: _at, _am, _an - Grammar: upper/lower case, periods. - All About Me and Family, poster presentation. 

Spanish Language Arts: Nuestra Sala (Our Classroom); Instrucciones y saludos básicos, Todo Sobre Mi (All About Me), Me gusta/ No Me gusta. 

Math: - Number sense:

- Subitize

- Patters 

Sciences: Creating colour: - Identify colours in a variety of natural and manufactured objects. - Compare and contrast colours, using terms such as lighter than, darker than, brighter than. - Order a group of coloured objects, based on a given colour criterion. - Predict and describe changes in colour that result from the mixing of primary colours and from mixing a primary colour with white or with black. - Create a colour that matches a given sample, by mixing the appropriate amounts of two primary colours. 

Social Studies: Value the groups and communities to which they belong: - appreciate how belonging to groups and communities enriches an individual's identity; - appreciate multiple points of view, languages, cultures and experiences within their groups and communities. 

Arts: Appreciation: Students will interpret artworks literally. 

Physical Education: Basic Skills—Manipulative: receiving (collecting; retaining: e.g., dribbling, carrying, bouncing, trapping, sending, catching) 


Math Learning Centres

Sorting, adding and graphing

Sorting, adding and graphing learning center
Students sort manipulatives, add totals representing quantities numerically and with tallies; then they identify the greatest and the smallest numbers, graph their data using a bar graph and write s simple conclusion of their findings.


Equivalences and Whole/part
Equivalences and Whole/part
Students represent equivalences using greater than, less than or equal to in Spanish and English. Using Ten Frames, they identify and represent whole and part.

Skip counting, hundred board

Skip counting
Students skip count using a dice and a hundred board. Then, they say numbers out-loud and write them on the back of their hundred boards.

Cardinality, patterns, number sense, one to one correspondence, even or odd numbers, grouping.

Even/Odd
Students group bears by two using a number line to identify whether a number is even or odd.


Orange Shirt day with our buddies; Celebrating indigenous perspectives

Orange Shirt day with our buddies; Celebrating indigenous perspectives





Show & Share

Show & Share
Students present a project made at home or demonstrate their learning by reviewing varied learning strategies or knowledge. .


Mi Comunidad

Mi Comunidad
In this unit students learn what a community is, identify key landmarks and describe how communities thrive.


Making a community using loose parts


Drafting a Community Regulatory Plan




Science - Seasonal changes

"Libro del Otono" (Fall Book)

Libro del Otoño (Fall Book)
Model of table of contents. Students are exploring non fiction text features to write a book about fall.

Bear Den

Bear Den
Students making a bear den.



Migratory mural

Migration mural
After discussing some animal, plants and human behaviour, our students are colouring their migration mural.




"Todo Sobre Mi" (All About Me)

"Todo Sobre Mi" (All About Me)
Our students use their posters to listen to, speak, read, write, view and represent in Spanish to comprehend and respond personally and critically to oral, print, and visual texts.
"Todo Sobre Mi"
"Todo Sobre Mi" draft

Drawing a Person:


Our students explore art using 2D shapes and discussing parts of the human body in English and Spanish.  

Mat man



Paper puppets


Paper puppets


This month we are working:

English Language Arts: Letter recognition, letter sound correspondence, sight
words.
- Sight words: The, this, that, these, those, and, my, there is/are, like, can, love.
- Home Reading starts; Journaling 

Spanish Language Arts: Nuestra Sala (Our Classroom); Instrucciones y saludos básicos, Todo Sobre Mi (All About Me), Me gusta/ No Me gusta

Math: 

- Number sense:
Say the number sequence 0 to 100 by:
1s forward between any two given numbers
1s backward from 20 to 0
2s forward from 0 to 20
5s and 10s forward from 0 to 100.
- Subitize
- Patters

Sciences: 

Seasonal changes: describe the regular and predictable cycle of seasonal
changes:
- changes in sunlight
- changes in weather.
- Identify and describe examples of plant and animal changes that occur on a
seasonal basis:
*changes in form and appearance
*changes in location of living things
* changes in activity; e.g., students should recognize that many living things go into
a dormant period during winter and survive under a blanket of snow as a seed, egg
or hibernating animal
production of young on a seasonal basis.
- Identify human preparations for seasonal change and identify activities that are
done on a seasonal basis.
- Record observable seasonal changes over a period of time.


Social Studies: 

Value self and others as unique individuals in relation to their
world:
- appreciate how belonging to groups and communities enriches an individual's
identity
Identity
- appreciate multiple points of view, languages, cultures and experiences within
their groups and communities
- demonstrate respect for their individual rights and the rights of others
- recognize and respect how the needs of others may be different from their own.

Arts: 

Reflection: Concepts
A. Natural forms have common physical attributes according to the class in which
they belong.
B. Natural forms are related to the environment from which they originate.
C. Natural forms have different surface qualities in colour, texture and tone.
D. Natural forms display patterns and make patterns.
Physical Education: Terry Fox Run.
- Basic Skills—Locomotor (e.g., walking, running, hopping, jumping,
leaping, rolling, skipping, galloping, climbing, sliding). Basic Skills—Non-
locomotor (e.g., turning, twisting, swinging, balancing, bending, landing,
stretching, curling, hanging).







Sr. Christian Gutierrez

Grade 1 - Room 3

Email Sr. Gutierrez

Please have in mind the following events:

  • Feb 11 and 12- CPAWS in class presentations

  • Feb 13 and 14- Teacher’s Convention (No School)

  • Feb 17- Family Day (No School)

  • March 13- Storytelling Residency Presentation for Parents

Also, we have the following residencies:

  • "Storytelling" (all February and beginning of March)


2D and 3D shapes

2D and 3D shapes

Students build tridimensional shapes using toothpicks and plasticine.
Students build tridimensional shapes using toothpicks and plasticine.


Students build tridimensional shapes using toothpicks and plasticine.

Storytelling Residency

Storytelling residency
Storytelling rubric


Drama excersises
Drama playing


Fiction, story elements
Students identifying story elements in the books read.


Timelines and sequencing
Students using a timline and flashcards to sequence and retell events.


Scratch Art
Students sharing feedback working on their scratch art.


Scratch Art
Student coloring using oil pastels.


Needs of Animals & Plants, CPAWS insite school field trip

Needs of Animals & Plants, CPAWS insite school field trip
Stundents participating in learning centers.


Needs of Animals & Plants, CPAWS insite school field trip
Stundents participating in learning centers.


Stundents participating in learning centers.


Stundents participating in learning centers.


Stundents participating in learning centers.


Stundents participating in learning centers.



Stundents participating in learning centers.


Stundents participating in learning centers.


Stundents participating in learning centers.



Please have in mind the following events: 

* January, Monday 6, PD Day, NO SCHOOL for students. All students are expected to come on Tuesday, January 7th.

* We are going swimming during the afternoon on the following dates: 

- Thursday, January 9th

- Tuesday, January 14th

- Thursday, January 16th

- Tuesday, January 21st

- Thursday, January 23rd

* Also, we have the following residencies:

- "Scientist in School" (Jan. 27, 28, 29)

- "Storytelling" (all January)

* Student Led Conferences (Jan. 30, 31)

Please ensure your child has extra clothes in their backpacks and are dressed for the weather. 

What we are learning: 

English Language Arts: 

* Story telling 1, importance and porpuse of story telling.

* Reading strategies:

- Comprehension strategies: a) read aloud with some fluency and accuracy, after rehearsal, b) self-correct when reading does not make sense, using cues such as pictures, context, phonics, grammatical awareness and background knowledge.

* Sight words: first, and, there, where, who, then, other, into, more, her, has, them, how, once, two.

* Family words: ick, eet, eep.

* Identify contents page and glossary of terms in a book.

Spanish Language Arts: "Cuenta Cuentos": contents: a) sequencing, b) ordinal numbers, c) prepositions of time and place:  ; d) articles: .

* Frequent expressions: 

Math: Demonstrate an understanding of addition of numbers with answers to 20 and their corresponding subtraction facts, concretely, pictorially and symbolically, by:

- using familiar mathematical language to describe additive and subtractive actions

- creating and solving problems in context that involve addition and subtraction

- modelling addition and subtraction, using a variety of concrete and visual representations, and recording the process symbolically.

Sciences: Senses: Apply particular senses to identify and describe objects or materials provided and to describe living things and environments. Students meeting this expectation will be able to describe characteristics, such as colour, shape, size, texture, smell and sound.

Social Studies: Stories, time and people.

Arts: Actions and viewpoints. 

Physical Education: Application of Basic Skills in Individual Activities. Swimming.  

W.O.M. Winter Musical 2019





"Mi Comunidad" (My Community)

In this unit, our grade 1 students assume the role of citizens, engineers, designers and architects. They identify different important landmarks in a city, roads, highways, sidewalks, traffic signs, residential, commercial, and services areas. Our class accessed varied urban regulatory plans and discuss how they are displayed. Then, they designed multiple drafts of an urban regulatory plan of a community of their creation, which later becomes a functional model of a community using recyclables. Also, in this unit, our students examine how they belong and are connected to their world, determine what makes their communities thrive. Some questions we explore on this unit are: 

- What is a community?

- What different types of communities or groups do you belong to? 

• What helps us to recognize different groups or communities (e.g., landmarks, symbols, colours, logos, clothing)?  

• In what ways do we belong to more than one group or community at the same time? 

• In what ways do we benefit from belonging to groups and communities? 

• What are our responsibilities and rights at home, at school, in groups and in communities? 

In what ways do people cooperate in order to live together peacefully? 

• How do groups make decisions? 

• In what ways do people help one another at home, at school and in groups to ensure the vitality of their community? 






"Todo Sobre Mi" (Sample): This project allow students to share about themselves by designing and making a poster in English and Spanish. Our grade one students in room 3 discuss and coocreate succes criteria, elaborate rubrics and talk through samples exploring varied ways to share feedback, improving their future drafts and blueprints and consequently their end product. Our students take turns presenting their posters multiple times, participating in small groups (fishbowl discussions) and large groups (class or buddy classes).


Please have in mind the following events: 

  • October 21 Life-touch School Pictures
  • November 1 No school

What we are learning:

English Language Arts: Consonants and vowels, blended sounds. -Sight words: of, a, from, to, me, you, mom, dad, family, not, in, out, on, is, my, this. - Family words: _at, _am, _an - Grammar: upper/lower case, periods. - All About Me and Family, poster presentation. 

Spanish Language Arts: Nuestra Sala (Our Classroom); Instrucciones y saludos básicos, Todo Sobre Mi (All About Me), Me gusta/ No Me gusta. 

Math: - Number sense:

- Subitize

- Patters 

Sciences: Creating colour: - Identify colours in a variety of natural and manufactured objects. - Compare and contrast colours, using terms such as lighter than, darker than, brighter than. - Order a group of coloured objects, based on a given colour criterion. - Predict and describe changes in colour that result from the mixing of primary colours and from mixing a primary colour with white or with black. - Create a colour that matches a given sample, by mixing the appropriate amounts of two primary colours. 

Social Studies: Value the groups and communities to which they belong: - appreciate how belonging to groups and communities enriches an individual's identity; - appreciate multiple points of view, languages, cultures and experiences within their groups and communities. 

Arts: Appreciation: Students will interpret artworks literally. 

Physical Education: Basic Skills—Manipulative: receiving (collecting; retaining: e.g., dribbling, carrying, bouncing, trapping, sending, catching) 


Math Learning Centres

Sorting, adding and graphing

Sorting, adding and graphing learning center
Students sort manipulatives, add totals representing quantities numerically and with tallies; then they identify the greatest and the smallest numbers, graph their data using a bar graph and write s simple conclusion of their findings.


Equivalences and Whole/part
Equivalences and Whole/part
Students represent equivalences using greater than, less than or equal to in Spanish and English. Using Ten Frames, they identify and represent whole and part.

Skip counting, hundred board

Skip counting
Students skip count using a dice and a hundred board. Then, they say numbers out-loud and write them on the back of their hundred boards.

Cardinality, patterns, number sense, one to one correspondence, even or odd numbers, grouping.

Even/Odd
Students group bears by two using a number line to identify whether a number is even or odd.


Orange Shirt day with our buddies; Celebrating indigenous perspectives

Orange Shirt day with our buddies; Celebrating indigenous perspectives





Show & Share

Show & Share
Students present a project made at home or demonstrate their learning by reviewing varied learning strategies or knowledge. .


Mi Comunidad

Mi Comunidad
In this unit students learn what a community is, identify key landmarks and describe how communities thrive.


Making a community using loose parts


Drafting a Community Regulatory Plan




Science - Seasonal changes

"Libro del Otono" (Fall Book)

Libro del Otoño (Fall Book)
Model of table of contents. Students are exploring non fiction text features to write a book about fall.

Bear Den

Bear Den
Students making a bear den.



Migratory mural

Migration mural
After discussing some animal, plants and human behaviour, our students are colouring their migration mural.




"Todo Sobre Mi" (All About Me)

"Todo Sobre Mi" (All About Me)
Our students use their posters to listen to, speak, read, write, view and represent in Spanish to comprehend and respond personally and critically to oral, print, and visual texts.
"Todo Sobre Mi"
"Todo Sobre Mi" draft

Drawing a Person:


Our students explore art using 2D shapes and discussing parts of the human body in English and Spanish.  

Mat man



Paper puppets


Paper puppets


This month we are working:

English Language Arts: Letter recognition, letter sound correspondence, sight
words.
- Sight words: The, this, that, these, those, and, my, there is/are, like, can, love.
- Home Reading starts; Journaling 

Spanish Language Arts: Nuestra Sala (Our Classroom); Instrucciones y saludos básicos, Todo Sobre Mi (All About Me), Me gusta/ No Me gusta

Math: 

- Number sense:
Say the number sequence 0 to 100 by:
1s forward between any two given numbers
1s backward from 20 to 0
2s forward from 0 to 20
5s and 10s forward from 0 to 100.
- Subitize
- Patters

Sciences: 

Seasonal changes: describe the regular and predictable cycle of seasonal
changes:
- changes in sunlight
- changes in weather.
- Identify and describe examples of plant and animal changes that occur on a
seasonal basis:
*changes in form and appearance
*changes in location of living things
* changes in activity; e.g., students should recognize that many living things go into
a dormant period during winter and survive under a blanket of snow as a seed, egg
or hibernating animal
production of young on a seasonal basis.
- Identify human preparations for seasonal change and identify activities that are
done on a seasonal basis.
- Record observable seasonal changes over a period of time.


Social Studies: 

Value self and others as unique individuals in relation to their
world:
- appreciate how belonging to groups and communities enriches an individual's
identity
Identity
- appreciate multiple points of view, languages, cultures and experiences within
their groups and communities
- demonstrate respect for their individual rights and the rights of others
- recognize and respect how the needs of others may be different from their own.

Arts: 

Reflection: Concepts
A. Natural forms have common physical attributes according to the class in which
they belong.
B. Natural forms are related to the environment from which they originate.
C. Natural forms have different surface qualities in colour, texture and tone.
D. Natural forms display patterns and make patterns.
Physical Education: Terry Fox Run.
- Basic Skills—Locomotor (e.g., walking, running, hopping, jumping,
leaping, rolling, skipping, galloping, climbing, sliding). Basic Skills—Non-
locomotor (e.g., turning, twisting, swinging, balancing, bending, landing,
stretching, curling, hanging).







Last modified on

You could sit front and centre at the March 8 Calgary Flames game vs. the Las Vegas Golden Knights! All proceeds from the online auction will support the CBE’s Fuel for School breakfast program https://t.co/EIBOcoPyAl #WeAreCBE @EdMattersYYC https://t.co/UKpsx6oUUk

RT @UsihChristopher: Hundreds of staff in attendance at the CBE Staff Association Convention at Centennial High School. Thank you Chair Dennis & SAA Directors for your support! #WeAreCBE https://t.co/YoGdDNlKvb

We wish all of our teachers and support staff a wonderful two days of enrichment at your annual conventions! #WeAreCBE #CCTCA2020

Our schools are closed Thursday and Friday for Teachers’ Convention and Monday for Family Day. Have a fun and safe, extra-long weekend! Classes resume on Tuesday Feb 18 #WeAreCBE https://t.co/WDfzc1Co8E

RT @JackJamesHS: Student success is our priority. So proud of our students who presented to the @yyCBEdu Board of Trustees & shared their stories. Skill development in CTS & transitions to the workforce is an important focus of our school-teachers & students work as a team for student success https://t.co/ctdsij089x