Grade 1 - Room 3

Email Sr. Gutierrez


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: 

  • 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

There are no classes for CBE students on Friday, Nov 22 because it’s a system-wide non-instructional day. Have a great weekend! #yycbe #WeAreCBE https://t.co/WvUocRyVDu

RT @CitadelParkCBE: We are so appreciative of this very generous donation from Zach Bokenfohr, captain of the @Calgary_Canucks with great support from RBC and the AJHL Community. Looking forward Zach working with our S's! @duncwhite #wearecbe https://t.co/IaHS54fX4f

November 18-22 is International Education Week During this week, we celebrate the benefits of international education and exchanges. https://t.co/MgQXMW1154 #WeAreCBE

On our website you will find a list of additional resources and organizations dedicated to bullying awareness and prevention https://t.co/2oZ3sIPFOE #WeAreCBE https://t.co/912B9ofIUC

RT @feo_eagles_cbe: FEO School (Haunted House fundraiser) and the Calgary Board of Education donates $516 to the Mustard Seed. Another example of giving back to the community. @yyCBEdu @UsihChristopher @CbeArea1 @CBE_Partners @TrinaYYC @JoannePitman5 @ljskull @bjgarnercbe https://t.co/Ffd2EWs15Y