Our school website is up and running! Check it out for school information, monthly newsletters, teacher blogs/websites, and so much more! http://www.yrdsb.ca/schools/rickhansen.ps/
Friday, March 22 - Ramp Man Presentation
Wednesday, March 27 - Today is a Friday Schedule
Thursday, March 28 - PRIDE Assembly *Perseverance* hosted by Ms. Grays 1/2 class @ 11:45am
March 29 and April 1 - School Holiday (no school)
Thursday, April 18 - Official School Opening!!!! More very important information to follow! : )
Our Dinosaur Inquiry has come to an end, and what a perfect way to celebrate student learning than by having our Explain Everything project up on our Blog! Thank you to each family for sending in your "Video Blog" permission form. I promise you won't be disappointed!
After learning about extinction, we wanted to know about different kinds of dinosaurs, they were all so unique. We discussed that dinosaurs have different features like what they ate, what kind of teeth they had and how they moved around.
We created our own dinosaurs using model magic. Explain Everything on our iPads allowed us to take a picture, write and talk about our dinosaurs!
Language
1. communicate by talking and by listening and speaking to others for a variety of purposes and in a variety of contexts;
1.5 use language in various contexts to connect new experiences with what they already know (e.g., contribute ideas orally during shared or interactive writing; contribute to conversations at learning centres; respond to teacher prompts)
2. demonstrate understanding and critical awareness of a variety of written materials that are read by and with the EL–K team;
2.8 demonstrate knowledge of most letters of the alphabet in different contexts (e.g., use a variety of capital and lower-case manipulative letters in letter play; identify letters by name on signs and labels in chart stories, in poems, in big books, on traffic signs; identify the sound that is represented by a letter; identify a word that begins with the letter)
2.10 retell information from non-fiction materials that have been read by and with the EL–K team in a variety of contexts (e.g., read-alouds, shared reading experiences), using pictures and/or props
4. communicate in writing, using strategies that are appropriate for beginners;
4.1 demonstrate an interest in writing (e.g., choose a variety of writing materials, such as adhesive notes, labels, envelopes, coloured paper, markers, crayons, pencils) and choose to write in a variety of contexts (e.g., draw or record ideas at learning centres)
4.2 demonstrate an awareness that writing can convey ideas or messages (e.g., ask the teacher to write out new words for them)
4.3 write simple messages (e.g., a grocery list on unlined paper, a greeting card made on a computer; labels for a block or sand construction), using a combination of pictures, symbols, knowledge of the correspondence between letters and sounds (phonics), and familiar words
4.4 begin to use classroom resources to support their writing (e.g., a classroom word wall that is made up of children’s names, words from simple patterned texts, and words used repeatedly in shared or interac- tive writing experiences; signs or charts in the classroom; picture dictionaries; alphabet cards; books)
