Hi families,
First of all, we went skating for the last time today, and it's incredible how much the kids have improved in such a short time. Thanks to the many many parents and grand-parents that helped out on and off the ice - some every time! You made these outings very easy for me. We aim to thank you all in writing very soon!
When we started skating, I taught the kids a new song with a fitting theme, Jouez au hockey. The kids know it well now and ask me to put it on all the time. They have yet to see the YouTube video, featuring the singer/songwriter himself, Jacquot. Please share this with your skater! Jacquot also has lots of other amazing songs about math, French and school that you can probably find on YouTube just by putting in his name. Some I've played for the kids, others not yet.
I can't believe that March break is only a week away, but I'm pleased that in terms of our learning, we are just about where I'd hoped we'd be. I've noticed a lot of growth in the students since the beginning of January. Here's where we are right now:
In French, each student has completed at least one good copy of a poem and we have assembled them into a book. Each student has also reflected on their work and set a writing goal for their next poem or project. We will move on to other large writing projects as a class, but will continue to have the opportunity to write poems/stories that we know during writing centre time. Next time you visit the school, be sure to check out our book of poems! I love it so much!
Also during centre time, we have changed the task at the Word Work centre. Students are now responsible for finding as many words as possible to match the given sound, or starting letter, on their mini blackboard. You can play this game at home too, using past words of the week!
Last week we completed our February dictée - our most successful one yet, especially in terms of printing and punctuation. Such beautiful writing from many! I sent the rubric home today.
In math, we are well into our number sense unit, focusing on addition and subtraction. Many students are already super stars at adding two numbers together. What we are really focusing our efforts on is our communication. We are learning that it is important to show our thinking in a clear way so that we can learn and share different ways to solve problems, and work towards using the most efficient strategies. To this end, we have been collecting strategies as we develop them, and naming them after the inventor(s). We already have many very important and useful strategies, and everyone in the class benefits from and uses them in their own work, when applicable. It's so great to hear people saying "I'm using 'Le Jaxon'", or "He used 'La Caitlyn' and 'Le Vammy'". 
This week we also did an activity where the students helped me build a visual rubric for problem solving. As we know, a level two means you just need a little practice - the students associated this with putting in a good effort and continuing to search for a good strategy, with a little help. We know a level 3 means that you're listening to and following instructions well - students associated this with clearly showing one good strategy in your work. We also know that a level 4 means that you're at the expert level and can help others - we associated this with showing one or two very useful strategies in a clear and organized way. We looked at several work samples from the past week of problem solving and students easily matched them to their level on the rubric, giving a justification for why they belong in that level. Mlle Bradfield was impressed with the reflection shown during this activity!
We've posted this visual rubric on the math board so that students can always keep in mind what they are aiming for. I'll endeavour to send home a marked work sample soon so that you can see how your own mathematician is doing with their mathematical communication.
In Science, Mlle Bradfield has started into our next unit, Energy. I'm excited about all the cool experiments that we can do in this unit! So far, students have done a brainstorming activity to show us what they already know about the subject. They also created energy chains by trying to find one or two partners to match with their picture. For instance, the sun helps the grass to grow, cows eat the grass, cows produce milk which people drink to get energy. We made lots of different energy chains. Ask your scientist what their pictures was and what happened in their energy chain.
At the end of our Structures unit, Mlle Bradfield had students work together to brainstorm, draw and present a way of reducing waste in our classroom. For example, many students thought we could re-use materials that would otherwise be garbage during art projects and free time. Mlle Bradfield took a lot of time to thoughtfully complete a rubric for each scientist for their participation and teamwork during this activity. I sent it home today, along with their sketch of a way to reduce waste at school.
Now, I know I don't teach Social Studies this year, but Mme Gaudreault has asked me, and I am very pleased, to help out with a cool project she is doing with the class. It begins with an envelope. Today, each student brought home a blank envelope with instructions inside. Basically, I think students just need your help to put their own address on the envelope. The rest of the project will be done at school. This envelope is due back for our next Social Studies class first thing Monday morning. Thanks!
OK. I think that's good for now. Next week will be fun - I'm expecting some visitors including Mme Robinson, who wants to see what our class is up to, Mme Bradfield as always, and maybe another visit later in the week!
Have a great weekend,
Tamara