We learned that we are all readers. We had a class discussion about the types of readers that we are. We learned that we all like reading but that we enjoy reading in many different environments and that certain details are important to us. For example, some of us like to read in a quiet room while others don’t mind if there is noise. We used metacognition strategies by making reflections about the types of readers we are. This aligns with the Kindergarten and Grade 1 Language Arts idea that we are all readers, and that we can use metacognitive strategies while learning. This also incorporates our personal-social core competency by learning more about ourselves and others.
We are learning about self and family. In the photos, we are focusing on representing our families using loose parts. We talked about different stories and traditions that families have. This aligns with the big idea in Kindergarten that stories and traditions about ourselves and our families reflect who we are and where we are from.
While exploring self, we have been talking about perspective taking. We are learning that each individual has a different perspective, and how to navigate a situation where someone has a different perspective than you. This aligns with the curricular competency of perspective taking in both the Grade One and the Kindergarten curriculum.
We have also been talking about continuity and change. We are noticing what stays the same (continuity) and what is different (change) within self and family. We are also exploring the different changes that have occurred over time (for example, the technology that was used when our grandparents and parents were younger). This aligns with the curricular competency of continuity and change in both the Grade One and the Kindergarten curriculum.
We are learning that we can all be story tellers. We are also learning that all loose parts can carry a story. This aligns with the Kindergarten and Grade 1 English Language Arts big idea that “[e]veryone has a unique story to share” (see curriculum.gov.bc.ca/curriculum/english-language-arts). This also aligns with the First Peoples Principle of Learning that “[l]earning is embedded in memory, history, and story” (see fnesc.ca).
We are learning that there are many ways to tell a story. For example, we can retell a story that we have heard, or we can create a new story.
You can help to extend our learning by asking us about the stories we have created! You can also help us extend our learning by encouraging story telling with loose parts at home.
Happy story telling!
When asked who we are the student’s of Divion 11 came up with a list of ideas. We then created a collaborative poem to represent who we think we are.
In doing this, we are are learning about ourself and about others in the classroom. This connects to the Personal-Social Core Competency, more specifically it relates to our positive personal and cultural identity. This aligns with the First Peoples Principle of Learning that learning requires exploration of one’s identity.