Friday, March 20, 2026

Happy Friday family and friends,

Wishing you all a wonderful spring break ahead with your families, and hoping we all continue to see that warmer weather! The students had a wonderful busy week of learning. Huge thank you to all the amazing parents who contributed to our Teacher Treat Day on Wednesday, such a kind gesture. It sure was a busy week with St. Patrick's day, a short week and we even got to see our buddies!

One of our highlights this week was focused around math. Our learning intentions for this are:

Understanding Addition as joining:

I can show that adding means joining two groups together.
I can explain that when I add, the number gets bigger.
I can join two groups of objects to find how many in all.

Representing joining:

I can use counters, cubes, or drawings to show joining.
I can draw a picture to show two groups coming together.
I can act out a joining story with objects or my body.

Writing addition:

I can write a number sentence using + and = to show joining.
I can match a story to an addition sentence.
I can show my thinking using numbers, pictures, and words.

Explaining my thinking:

I can tell a math story about joining.
I can explain how I put groups together to find the answer.
I can share my thinking and listen to others’ ideas.

What Are Joining Situations?

In a joining situation, one amount is joined to another amount. For example, if there are 4 children in a room and 3 more children join them, we can add 4 + 3 to determine the total number of children in the room. This total is called the “sum” or the “whole.”

Showing Addition on a Number Path

A number path can help students visualize the process of addition.

They can use one of the numbers in the addition situation to tell them where to start (or how many steps to take first) and the other number to tell them how many more steps to take.

For example, adding 5 and 3 can look like this on a number path:

Adding on a 10-Frame

Adding counters to a group, perhaps on a 10-frame, can also help students visualize the process of addition.

The counters on this 10-frame show 5 and 3 more.

Using Symbols in Addition

Addition is new to students in Grade 1, even though they have informally experienced joining situations in Kindergarten and earlier in this grade.

Students can use the + symbol to describe addition.

So, 4 and 3 can be written 4 + 3. It is read “4 plus 3” or “4 and 3 more.”

Eventually, students will also use equations such as 4 + 3 = 7 to represent addition, but not in this topic.

Helping Your Child

Joining situations occur frequently in day-to-day life. Whenever you and your child find yourselves in a joining situation involving small numbers, ask your child what is being added.

For example:

If 3 dogs are in a park and 2 more dogs arrive, the addition situation is 3 plus 2.

If 4 people are in a room and 3 more come in, the addition situation is 4 plus 3.

If appropriate, you could work with your child to figure out the sum. Use concrete materials to represent the amounts being added, if it is helpful to do this.

Definitions

10-frame: a grid that can hold 10 counters in 2 rows of 5 squares each; you place one counter in each square to show a particular number

addition: the process of putting numbers together to determine a whole amount

number path: a counting tool in which each number in a series is contained within a cell, or rectangle

sum (also total or whole): the combined amount when quantities are joined

Have an amazing break and see you all back on Monday March 30th!

Ms. Craik

Sunday, March 15, 2026

Happy Sunday Friends!

What a busy week we had this week. Thank again to all of those who continue to partake in our home reading decodable books. A reminder that there is no school on Friday as it is a PD day and then Spring Break starts. Library is on Wednesday.

On of our highlights this week was in Science (Understanding Matter). Our learning intentions for this are:

I can tell that everything around me is made of matter.
I can identify different objects and materials in my classroom and environment.
I can sort objects by what they are made of (wood, plastic, metal, fabric, paper).

Describing Properties of Materials

I can describe objects using my senses.
I can use words like hard, soft, rough, smooth, shiny, dull, heavy, or light.
I can tell how objects are the same and different.

Sorting and Grouping Materials

I can group objects by their properties.
I can explain why I sorted objects in a certain way.
I can sort objects in more than one way.

Measuring Length

I can tell if an object is longer or shorter than another object.
I can measure the length of objects using non-standard tools (blocks, paper clips, hands).
I can compare objects and say which is longest or shortest.

Exploring Area

I can explore how much space an object covers.
I can compare objects and say which one covers more or less space.
I can measure space using tiles, squares, or other objects.

Exploring Weight

I can tell if something is heavier or lighter than another object.
I can use a balance scale to compare the weight of objects.
I can sort objects by heavy and light.

Investigating and Sharing Learning

I can ask questions about objects and materials.
I can test and explore materials to learn more about them.
I can share what I learn using pictures, words, and talking.

See you all tomorrow morning friends,

Ms. Craik

Friday, March 6, 2026

Happy Friday my friends and families,

Thank you to ALL of the students who did an AMAZING job this week during Trickster, how brave of them all to stand in front of a huge audience and perform!!! Huge thank you to the parent volunteers who helped make this week run so smoothly as well. We had a very busy week this week and the biggest highlight of the week was our residency. We loved having Randy as our Trickster instructor, he was a ton of fun!

Reminder that Wednesday is our library day. Also thank you to those who continue to exchange their decodable home reading books during the week.

Here is a little bit of information about trickster.

What happens in a Theatre Residency?

We discover the show through a very simple group acting improv process. Our Trickster Artists begin by creating movement patterns with your students, the actors. Then we build the context around these patterns, developing the story and the dialogue.

Fundamental to the Trickster Process is our use of everyday items as props. Our actors improvise with plungers, bins, bamboo poles, pool noodles, scarves, and other everyday objects. On top of this, we bring the spectacle of our signature blacklight and shadow screen styles for theatre performances.