January 5 - 9

 Learning Intentions 

• Grade 3:

• I can use cursive handwriting to write some texts with appropriate letter formation, size, proportion, and slant.

• Grade 4:

• I can use cursive handwriting to write some texts with appropriate letter formation, size, proportion, and slant.

For our first week back we explored goal setting and resolutions. We learned that up to 64% of people quit their New Year’s resolution before the month of January is even over! In Room 9 we focused on choosing just one word to guide us in 2026, the word could be something we want to be or something we want to get better at. We also began learning cursive, and next week we will start our next art project combining the two!

Learning Intentions:

• Grade 3:

• I can subtract numbers up to 1,000 using Mental Math strategies.

• Grade 4:

• I can subtract numbers up to 10,000 using Mental Math strategies, including decimals up to hundredths.

This week, we practiced Mental Math strategies for subtracting, including counting back, counting up, chunking, and using base ten blocks (Grade 4). The students did a fantastic job, recalling previous knowledge from addition strategies to support them in their learning. 

Next week, we will review our understanding and complete a knowledge check-in.

I also wanted to say thank you so much to families for the thoughtful gifts and notes sent in before the holiday break! Your thoughtfulness and generosity made me feel so appreciated and very very spoiled! Hoping you all had an amazing start to 2026, we are excited for what's ahead!

December 15 - 19

 Learning Intentions:

• Grade 3:

• I can investigate oral traditions that have been shared over time.

• I can discuss how oral stories show respect for traditional shared knowledge.

• Grade 4:

• I can describe personal connections to spirit, land, the universe, time, or people revealed through oral traditions.

• I can discuss protocols used to share oral traditions.

We had a beautiful week of learning as we explored the meaning of the upcoming Winter Solstice. We have been tracking the seasons and months of the year on our class holistic framework and added the Solstice as a significant event this week. We were fortunate to have a visit from Knowledge Keeper Sandra Manyfeathers on Wednesday. We gathered with her in the library and respectfully listened to traditional Blackfoot stories and learned more about the Solstice. On Thursday we shared our learning through personal stories and reflections. 

Grade 3:

• I can subtract numbers up to 1,000 using mental math strategies.

Grade 4:

• I can subtract numbers up to 10,000 using mental math strategies.

Students used the familiar mental math strategies of counting on, counting up, and subtracting in chunks as they worked through math rotations with their math groups. We learned a new math game to add to our collection called SNOWMAN 100, SNOWMAN 200, or SNOWMAN 300.

December 8 - 12

 Learning Intentions: 

Grade 3

• I can create imaginary representations or dramatizations of fictional texts that depict understanding of characters, setting, and plot. 

• I can create written texts using a variety of forms and structures.

• I can use organizational processes, methods, or tools to support the creation of written texts.

• I can create drafts of writing that maintain audience interest by focusing the number of ideas in sentences and limiting repetitions.

• I can sequence sections of writing in a logical order.

• I can revise written texts for accuracy, clarity, or appeal by adding, removing, or changing words or sentences.

• I can examine how relationships between audience, purpose, and text form can influence creative expression.Capitalize words appropriately in different contexts.

• I can include a variety of punctuation at the end of sentences.

Grade 4

• I can create imaginary representations or dramatizations of fictional texts that depict point of view

• I can create written texts using a variety of text forms and structures.

• I can develop creative expression through the use of organizational processes, methods, and tools.

• I can develop creative expression through a range of sentence beginnings, lengths, and types.

• I can develop a logical order by grouping ideas into paragraphs.

• I can revise texts to enhance clarity or fluency.

• I can edit writing for spelling, punctuation, and grammar.

This week students took after and learned about the great Canadian artist Ted Harrison! We read “The Northern Alphabet” and took on his challenge in the beginning of the book: to use the picture and sentence from each page as the beginning to a new story! We worked on developing and planning the parts of a story on a story map. The students also made art inspired by his “Snow” painting. They first sketched out the picture onto black paper and then used liquid glue to trace overtop. After the glue magically dried clear we were left with perfect black outlines that Ted Harrison often includes in his paintings. We also used these to separate our colors as we painted and make our painting pop! Next week we will continue our Northern Alphabet stories and good copies! 

December 1 - 5

We added two Mystery Snails to our fish tank! They are great algae eaters and we have been loving watching them clean up our tank. On the first day we patiently waited about 3 hours to see them come out of their shells. We brainstormed and voted and have picked the names "Hurry" and "Up" for the gold and brown snails.

Learning Intentions:

Grade 3:

-I can use estimation to add when an exact sum is not needed or to check my answer

-I can add 2-digit and 3-digit numbers using the standard algorithm.

Grade 4:

-I can use estimation to check the reasonableness of my sum when adding.

-I can add multi-digit numbers using the standard algorithm, including decimal numbers.

Our mathematician minds have been working hard as we continued to explore addition this week. We introduced the standard algorithm, including using base ten blocks to model why we sometimes need to regroup when adding. Building this understanding with manipulatives helps to add a strong understanding of the concept as students move into independent thinking and work. 

Learning Intentions

- I can identify the hazards associated with symbols on various dangerous materials at home, at school or in the community.

- I can discuss responsible use of and disposal of dangerous materials.

As we finished our Matter unit in Science, the grade 4s looked at the various hazard symbols. We learned what they mean, as well as why they are important to have and know about. We then sorted and matched the symbols to their meaning with the help of the Grade 3s. 

Learning Intentions

Grade 3

- I can implement a variety of tactics in response to other participants and changing situations.

Grade 4:

- I can transfer strategies and tactics across various physical activities.

This week in PE we learned about handball. We used our developing throwing and catching skills to navigate passing and catching with teammates. We also learned how to strategize with our team, showing teamwork and encouragement along the way.

November 24 - 28

Learning Intentions:

Grade 3:

• I can relate the strategies for addition and subtraction of two-digit numbers to strategies for three-digit numbers

• I can model regrouping by place value for addition and subtraction

• I can solve problems using addition and subtraction

Grade 4:

• I can solve problems using addition and subtraction

This week we wrapped up our learning about the four different mental math strategies: counting on, doubles, making 10s and break into place value. Students chose their favourite strategy and we split into groups where they then had the task of convincing others why their chosen strategy is the best. They designed their posters to include titles, headings, examples, quotes from group members and visuals! Then as a group they worked on their persuasive paragraphs. Finally they presented to the class! They did amazing, it was great to see how much they understood their favourite strategies and were able to demonstrate excellent reasoning skills to their peers!

 Learning Intentions:

Grade 3:

• I can describe solid, liquid, and gas states of matter in terms of the properties of shape and volume.

• I can explain how matter can change state if heated or cooled.

Grade 4:

• I can compare the different methods of waste management and discuss their environmental impacts.

• I can develop a personal plan to reduce waste.

• I can discuss local waste management programs.

• I can represent a recycling process, using diagrams.

This week, the Grade 3 and 4 students split up into grade groups to work in Science.

The Grade 3 students started a group project, creating states of matter posters. We used notes along with a checklist, to plan and organize our learning into different headings: What is Matter? What is a Solid? What is a Liquid? What is a Gas? How do States of Matter Change? 

The students are busy designing their posters with relevant visuals and interesting examples and will continue this work next week.

This week, the grade 4s were introduced to proper recycling practices and how recycling works across our city. Students learned about the purpose of each color-coded bin, which items belong in them, and which items do not. We also explored how composting works and why it is an important part of reducing waste.

Together, we discussed how improper sorting can increase landfill waste and negatively affect our environment. Students were excited to see how recycled materials can be transformed into brand-new items, highlighting the positive impact of responsible waste sorting.

November 17 - 21

 Learning Intentions:

Grade 3:

• I can conduct an investigation to demonstrate changes of state.

• I can describe solid, liquid, and gas states of matter in terms of the properties of shape and volume

Grade 4:

• I can collect reliable data during investigations

• I can collect valid data by accurately using tools or technology during investigations

• I can represent evidence from an investigation in a variety of ways

This week we experimented with how materials affect the rate at which ice melts. We learned about what the molecules are doing when water is liquid vs when it is solid ice. In their table groups students chose materials to add to their ice cubes to make them melt the fastest. We then represented this data on a graph, we learned that adding salt makes ice melt the fastest, while adding yarn made it melt the slowest. On Friday, we conducted a similar experiment where students designed insulation out of materials to melt the ice cube as slowly as possible. The students compared their results and designs to see what makes insulation successful.  

November 3 - 7

Learning Intentions:

Grade 3: 

- I can analyze bases and affixes for meaning.

Grade 4: 

- I can examine morphemes in words to determine meaning.

We started morphology lessons this week by exploring the prefixes: dis-, non-, in- and re-. Students learned how prefixes change the meaning of the base word and explore differnet examples and came up with our own sentences.

Learning Intentions:

Grade 3: 

- I can add numbers up to 1000 using mental math strategies.

Grade 4: 

- I can add numbers up to 10 000 using mental math strategies.

We began our addition unit by exploring some mental Math strategies to build fluency in Math. Students used whiteboards, hundreds charts, and number lines to practice breaking down numbers into friendlier, more manageable parts when adding multidigit numbers. These strategies included counting on, making tens, doubling, and breaking into place values.

Learning Intentions:

Grade 3: 

- I can identify local First Nations languages.

- I can explore stories about symbols of diverse communities in Alberta.

- I can investigate oral traditions that have been shared over time.

- I can investigate words or phrases applied creatively in poetry.

Grade 4: 

- I can discuss ways relationships were built between First Nations and Europeans.

- I can describe connections to time and people revealed through oral traditions.

- I examine how poetic structure contributes to creative expression of ideas.

This week, we spent some time discussing the historical significance of Remembrance Day. In particular, we explored the role of Cree Code Talkers in WWII and how their legacy has been largely unknown. Students examined the role of Code Talkers by investigating how the Cree language was used in clever ways to represent English words. For example sakimes (mosquito) and pahkitewaciy (explosion) together meant mosquito bomber. Additionally, we read a poem written by a descendant of Code Talkers that discussed his relatives' experiences giving up their status in order to enlist. The deeply touching poem served as inspiration for students to create their own acrostic poems about Cree Code Talkers.

Reminders:

• Fall Break next week - classes resume on Thursday, November 13th.

• Please return swimming forms by the end of next week. If your child does not wish to participate, contact me to arrange an alternative activity.

• Please remind your student to return their library books prior to Thursday every week. We have a few overdue books that Mrs. Bouchard would like back ASAP. 

Enjoy the Fall Break!