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We Are Learning About Healthy Eating ...

11/12/2015

 
Part of the Physical Education curriculum also involves learning about living a healthy lifestyle which includes physical activity and making healthy food choices. The children have been learning about the four food groups: vegetables and fruit, grains, meat and alternatives, and milk and alternatives which are described in Canada's Food Guide. I have included downloadable copies of the food guide in many languages in the "Links For Parents" section.
The food guide says to "Take nutritious snacks from home to eat at school, at work, or to eat on the go" and "Avoid snacks that may be high in calories, fat, sugar or salt (sodium). This includes buttered popcorn, cakes, candies, chips, chocolate, cookies, doughnuts, French fries, granola bars, ice cream, pastries and sugary beverages such as fruit flavoured drinks, soft drinks, sports drinks and energy drinks. These foods can add extra calories to your day."(maintaining healthy habits).
Health Canada suggests these tips for healthy snacks:
  • Fresh fruit or individually packed containers of cut-up fruit.
  • Raw vegetables including carrots, peppers, zucchini, cherry or grape tomatoes.
  • Baby carrots and whole wheat pita triangles with hummus.
  • Banana.
  • Fresh, frozen or canned fruit with low fat yogurt or in a smoothie.
  • Sweet red, yellow or green peppers and bread sticks with salad dressing or low fat dip.
  • Whole wheat tortilla wrap made with salmon or tuna and salad dressing, onions, celery and green peppers.
  • English muffin with melted cheese and apple slices.
  • Dry mixed cereal and a container of milk.
  • Dark green leafy salad with orange sections.
  • Plain popcorn.
  • Popsicles made with 100% fruit juice or yogurt.
  • Water, milk, fortified soy beverage or 100% fruit juice.

Check Health Canada's website for healthy meal planning tips.

When Your Child is Away From School ...

11/12/2015

 
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When your child is absent from school, please call and let us know (519-969-7610). You can even call before school hours and leave a message on our machine. 
If you need to pick your child up early for an appointment, please write me a note in his or her agenda so that I can have them ready for you.
Thanks very much.

25 Ways to Use Magnetic Letters at Home ...

11/12/2015

 
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For only a couple of dollars at the dollar store, you can help your child with literacy...

​1. 
LETTER PLAY: Encourage children to play with the magnetic letters on the refrigerator, a cookie sheet, or on a table. Playing with letters allows children to learn more about how they look. 

2. MAKING NAMES: A child’s name is the most important word. Have children make their names several times, mixing up the letters, making their names and checking them with their names written on a card.

3. LETTER MATCH: Invite children to find other letters that look exactly the same as a letter in their name (e.g., place an m on the refrigerator and have the child find all the ones that look like it). They don’t need to know the letter name.

4. NAME GAME: Have children make names of friends or family. Have them make the name, mix the letters, and make the names several times.

5. MAKING WORDS: Make a simple word like mom or dad or sun and have your child make the same word by matching each letter below the model (sun – s-u-n).

6. ALPHABET TRAIN: Have your child put the lowercase magnetic letters in the order of the alphabet. Then they can point to them and sing the alphabet song. Have them repeat the process with uppercase letters.

7. CONSONANT/VOWEL SORT: Have children sort the consonant letters and the vowel letters (a,e,i,o,u).

8. FEATURE SORT: Have children sort letters in a variety of ways – e.g., letters with long sticks and letters with short sticks, letters with circles and letters with no circles, letters with tunnels and letters with dots, letters with slanted sticks and letters with straight sticks.

9. COLOUR SORT: Have children sort all the red, blue, green, yellow letters.

10. UPPERCASE/LOWERCASE MATCH: Have children match the uppercase letters with the lowercase form.

11. WRITING LETTERS: Have children select ten different letters and write each letter on a paper. They can use the magnetic letter as a model.

12. WRITING WORDS: Have children make five simple words (such as dog, fun, big, hat, like, sit) and then write them on a sheet of paper.

13. MAKING FOOD WORDS: Make some words that identify food – e.g., bun, corn, rice. Have children draw pictures of each, mix the letters, and make the words again.

14. MAKING COLOUR WORDS: Give children a list of colour words with an item made in that color as a picture support (for example, a red ball). Have children make the colour word with magnetic letters using the model, mix the letters, and make it again several times.

15. MAKING NUMBER WORDS: Give children a list of numerals with the number word next to each. Have children make the word and mix the letters two or three times. In grade one, students need to be able to read and write their number words to ten.

16. LETTER NAMES: Specify a colour and have children take one coloured letter at a time and say the letter name.

17. MAGAZINE MATCH: Look through a magazine or newspaper with children, cutting out some larger print simple words (such as man, box, boy). Glue them on a sheet of paper with plenty of space below each. Have children make each word below the printed one.

18. FIND THE LETTER: Make a set of alphabet letters, upper-or lowercase, on a set of index cards. Shuffle the “deck” and take turns drawing a card and finding the magnetic letter that corresponds to it.

19. LETTER IN THE CIRCLE: Draw two circles and place an (h) in one and an (o) in the other. Have children put letters in the h circle and say how they are like the h. Do the same with the o. This activity will help children learn to look at features of letters. Vary the letters in the circles; accept their explanations about what they are noticing.

20. CHANGE THE WORD: Build several simple words and show the children how to change, add, or take away a letter to make a new word. Examples are: he, we; me, my: at, hat, sat. After the demonstration put the needed letters in a special place in an empty container for them to practice.

21. ALPHABET SEQUENCE: Place the letter a on the table and have the child find the next letter (b) and place the letter c next to the b and have the child look for the next letter (d). Continue through the alphabet with lowercase letters. Repeat the uppercase letters.

22. LETTER SORT: Place a pile of magnetic letters on the table for the child to spread out. Have the child put all letters that are the same together in a pile. Then, if appropriate, have the child give the letter name for each pile.

23. LETTER CHAINS: Make a five letter chain (for example, pfrmo). Have children find the same letters and make the same chain below your model. Then have the children make a chain that you copy.

24. LETTER BINGO: Make two cards with a grid of three boxes across and three down. Trace one lowercase letter in each box. Put a pile of magnetic letters that represent the letters on the cards and some that are not in a plastic bowl. Play a Letter Bingo game. Take turns taking a letter, saying its name, and then placing the letter in the box if there is a match. If there is not a match, put the letter back in the bowl. The first to fill three boxes across, down, or diagonally says, “Bingo” and wins the game.Play the same game with uppercase letters.

25. RHYMING PAIRS: Use a magnetic cookie sheet. Make a simple three letter word such as dog, but, cat, fan, can, hot, man, net, pan, rat, sit. Say the word and then say a second word that rhymes (dog-log, bug-mug, cat-fat, fan-man). Ask the child to make the rhyming words.

Independent Work

11/2/2015

 
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Our latest Learning Skills anchor chart deals with being able to work independently in the classroom. This also includes following instructions to successfully manage belongings and classroom materials and being able to use time wisely to complete all tasks such as eating and putting away snacks and lunch, and packing and unpacking note totes and backpacks.

The student:
• independently monitors, assesses, and revises plans to complete tasks and
meet goals;
• uses class time appropriately to complete tasks;
• follows instructions with minimal supervision.

Responsibility

11/2/2015

 
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Here is what the final Responsibility poster looks like. It is displayed prominently in our classroom so that we can refer to it when necessary.
The children know what they need to do at school to demonstrate that they are responsible students.

What Should Parents Do When Their Child is Reading?

11/2/2015

 
Here is a link to a great article for reading homework tips: http://www.cultofpedagogy.com/reading-homework-tips-for-parents/
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November Calendar

11/2/2015

 
    The Weather Network

    Barbara Anderson

    is a grade one teacher at Northwood Public School in 
    Windsor, Ontario

    barbara.anderson@publicboard.ca

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