Sit Spots

This was an exciting three days for us in Grade 3. We came back together as a class community and settled back into our routines! We reviewed what a community is — people who care for and help each other. We shared ideas about how to continue to make our classroom a kind, inclusive, and fun place to learn.

We also got back into reading, writing, and math! We did this while working together and listening to one another.

We read a story this week called ‘My Sit Spot’. The students demonstrated mindfulness as we had some rich conversations about Sit Spots and why we need to be respectful when we are observing nature. Outside, the students were very excited to go into the nature classroom and choose a spot. We sat quietly, listened, and noticed things in nature like birds, leaves, and bugs. We noticed how being outside made us feel. We felt calm and connected.

Students chose:

- a comfortable spot that feels good.

-a place where they could be quiet.

-a place where they could be alone.

-a place in nature

-a place they could study their senses.

-a place to be mindful.


Our grade threes did an excellent job illustrating and describing things that they could see, hear, and feel while sitting in their sit spots.


Science Learning Outcomes 

• I can be respectful interacting with nature
• I can minimize disturbance to plants and animals

Possible Questions to Ask Your Child:

• What did you enjoy most about being back at school this week?
• Where was your sit spot? 
• Why did you choose this spot?
• What did you see and hear in your sit spot? 
• How did being there make you feel?

Terry Fox Run

This week, our class participated in Andrew Sibbald School's annual Terry Fox Run!  Leading up to the run we watched videos and listened to stories about Terry’s Marathon of Hope, then shared a class discussion about the adjectives and personality traits that best describe him—brave, determined, hopeful, and courageous were some of our favourites.

Our Grade 3s were lucky enough to participate in the Terry Fox Run twice this year! On Wednesday, we joined our Kindergarten buddies for a special run, helping them around the course and cheering them on every step of the way. Then on Thursday, the Grade 4 students hosted a wonderful assembly that reminded us of Terry’s story and his incredible determination. Afterward, we ran again with the rest of the school, proudly showing our school spirit and commitment to carrying on Terry’s dream.

Students created a two-page visual journal reflection. On the first page they added adjectives and personality traits that describe Terry around their page. On the second page they wrote a personal goal they wanted to achieve and then after the run they reflected on how they felt during and after the run and if they were able to achieve their goal. 

In Math, we connected our learning by counting and adding up the total amount of money our class collected for cancer research. Students enjoyed using their place value and addition strategies to see how their contributions made a difference.

It was a powerful week of learning and action, as our class honoured Terry Fox’s legacy and celebrated what it means to never give up.

Family Discussion

Here are a few questions you might ask your child about this week’s learning:

• What do you remember most about Terry Fox’s story?
• Which adjectives did your class use to describe Terry, and why did you choose those words?
• How did it feel to run with your Kindergarten buddy?
• What goal did you set for yourself in your visual journal?
• What was the best part of the Terry Fox Run for you?

Social Studies Learning Outcome:

Citizenship: Understanding local, national, and global issues empowers individual and collective action toward an inclusive society.

Orange Shirt Day & Seven Sacred Laws

Orange Shirt Day 🧡

On Thursday afternoon, our class joined the whole school to recognize Orange Shirt Day. Orange Shirt Day happens every year on September 30 and is a day to honour the children who attended residential schools in Canada. Many children were taken away from their families and communities and were not treated with love or respect. Wearing an orange shirt shows that we believe every child matters.

Our Orange Shirt Day Assembly

We attended a special assembly put on by the Grade 4 students. They shared stories, songs, and messages to help us understand why Orange Shirt Day is so important. We listened carefully and thought about how we can help make our school and community a safe and caring place for everyone.

Our Classroom Learning

We read books about Orange Shirt Day, including the story of Phyllis Webstad, whose orange shirt was taken from her at residential school. After reading, students wrote thoughtful reflections about what they learned and created Visual Journal pages using pictures, words, and symbols to show their learning.

Why It Matters

Orange Shirt Day reminds us to:

• Respect others and treat everyone with kindness.
• Remember the past so we can build a better future.
• Include everyone, because every child matters.

Learning the Seven Sacred Teachings

In Social Studies, we have been learning about the Seven Sacred Teachings (also called the Seven Sacred Laws). These teachings come from Indigenous peoples of Canada and help guide us to live in a good way. Each teaching is connected to an animal that helps us remember its meaning:

Love – Eagle

Respect – Buffalo

Courage – Bear

Honesty – Sabe

Wisdom – Beaver

Humility – Wolf

Truth – Turtle

We talked about what each of these animals teaches us and how we can practice these values in our classroom, school, and community.

Practicing the Teachings in Everyday Life

In our classroom: We can show love by helping a friend and respect by listening carefully when someone is speaking.

In our school: We can show courage by trying new activities or answering questions even if we are unsure.

At home: We can show wisdom by making good choices, like helping to clean up our rooms before playing.

In our community: We can live with truth by standing up for what is right and show respect for the Earth by recycling and caring for animals.

Why It Matters

The Seven Sacred Teachings help us build friendships, make good choices, and live together in a caring way. By practicing these teachings, we are not only learning about history and culture, but also learning how to be kind, responsible, and respectful citizens.

Through learning about Orange Shirt Day and the Seven Sacred Teachings, we are meeting our Social Studies goals of respecting diversity, learning about the histories and contributions of Indigenous Peoples, and understanding how we can work together to make our world a safe and caring place for everyone.

Social Studies Learning Outcome: 

Students explore civic actions.

Student Learning Intentions:

I can…

• Recognize that individuals can participate in community events that contribute to quality of life and share and appreciate diverse cultures.
• Recognize how individuals and communities live together (respect, cooperation, responsibility, valuing diversity).
• Demonstrate respect for the traditions, celebrations, and customs of others.
• Identify how stories, traditions, and teachings of Indigenous Peoples contribute to identity and belonging.

International Dot Day

Did you know that Monday, September 15th was International Dot Day?

This is a day to celebrate the book 'The Dot' by Peter H. Reynolds. 'The Dot' encourages people to discover the power of positivity, creativity, and how to “make their mark”.

After reading the book, the students did the following tasks:

• created painted dot art and wrote inspiring words
• designed dots with loose parts
• made mandalas or dot art out of natural materials found in the learning grounds
• drew a dot creature
• wrote their dot creature

Learning Outcomes:

• I can go through the writing process (planning, drafting revising, editing, and sharing)
• I can sequence sections of writing in a logical order

Possible Questions to Ask Your Child:

• What is the author’s message in the story The Dot?
• What inspiring words did you write?
• What did you enjoy about creating a dot out of loose parts and natural materials?
• Tell me about your dot monster friend! What does it look like?

Wellness and Mathematics

What a great first full week of grade 3! As a class, we continued to work on getting to know one another, building relationships, and establishing routines. Students participated in a number of collaborative challenges, including many cooperative games in the gym.

This week in Wellness, our Grade 3 class explored ways to solve problems and strengthen friendships.

We read the story 'Speak Up Wonder Pup' by Angela Murphy. In the story, Draper teaches Zane how important it is to stand up for yourself using your voice in a kind and respectful way.

To help us practice, students learned how to use an “I-message” when solving conflicts with their peers. An I-message is a respectful way to let someone know how you are feeling and what you need. 

It includes three parts:

1. Name – Say the person’s name.
2. I don’t like it when you… – Explain what is bothering you.
3. Please stop. – Ask the person to stop.

Example:
“Sam,” I don’t like it when you grab the ball from me without asking. Please stop.”

By practicing 'I-messages', students are learning that small problems can be solved in a positive way that helps friendships grow.

Next week, we will be connecting this learning with our pets, friends, and families! Students are encouraged to bring in or email a photo of their family pet, a relative's pet or a picture of an animal they wish was their pet. 

Along with the photo, students will write:

Their pet’s (or friend’s) name.
Why do they think their pet is a “Wonder Pet”.

This activity celebrates the caring relationships we have at home and reminds us how important it is to show kindness, respect, and problem-solving to all living things.

Possible Questions to Ask Your Child:

• Can you tell me what an I-message is?
• When might you use an I-message with a friend or classmate?
• Can you practice saying an I-message to me, just like you did in class?
• Why do you think it’s important to solve conflicts in a kind and respectful way?

Wellness Outcome:

Students investigate and describe how problem solving can affect healthy relationships.

Student Learning Intentions:

• I can generate solutions to problems in a variety of relationship contexts
• I can identify respectful and positive interactions with others
• I can practice conflict-resolution or problem-solving strategies that support friendships

In math, we have started exploring place value up to 10 000.

This means I am learning how to:

• read and write numbers up to 10 000.
• show numbers in standard form (3 452), expanded form (3 000 + 400 + 50 + 2), and with words (three thousand, four hundred fifty-two).
• explain the value of each digit in a number (for example, in 7 382, the 7 is worth 7 000).
• compare numbers using >, <, or =.
• order numbers from greatest to least and least to greatest.

We are learning that the position of a digit tells us its value. For example:

In 4 327, the 4 is in the thousands place and means 4 000.

In 4 327, the 3 is in the hundreds place and means 300.

Possible Questions to Ask Your Child:

• Can you show me a number with 4 thousands, 3 hundreds, 2 tens, and 7 ones?
• What is the value of the 5 in the number 5 481?
• Write the number 2 306 in expanded form.
• Which is greater: 3 728 or 3 872? How do you know?
• If I have the number 9 052, what digit is in the tens place?
• Can you make up a number between 6 000 and 7 000?

Mathematics Learning Outcome:

Students interpret place value to 100 000.

Student Learning Attentions:

• I can interpret place value within 100 000
• I can write, draw and represent numbers to 100 000

Building Our Classroom Community

"Alone, we can do so little; together, we can do so much"

                                                               - Helen Keller

Welcome to Grade 3!

In the first few weeks of school, we’ve been working hard to get to know one another. We’ve had great conversations and shared ideas about what it means to be a classroom community—a place where we listen, help each other, and work together.

School Wide Anchor Text

This year, our whole school is reading a special book called "I Am We: A Book of Community." It teaches us about kindness, friendship, and standing up for what’s right. We’ll be reading and talking about this book all year long as part of our Health and Wellness learning.

No Hands Cup Challenge!

We did a fun teamwork activity called the No Hands Cup Challenge!

In small groups, we had to build a pyramid using plastic cups—but there was a twist! We weren’t allowed to touch the cups with our hands or our bodies.

Each person held a string that was tied to a rubber band. We had to work together to move the cups by pulling the strings to open and close the rubber band. It was tricky, but we practiced great teamwork and problem-solving.

We learned that when we cooperate and communicate, we can do amazing things—just like a real community!

Classroom Intentions

After a rich conversation and an opportunity to vote, students have decided their classroom intentions for this school year will be:

• We are doing the best we can
• We are kind
• We are respectful
• We are experts

Wellness Learning Intention:

Students examine and describe development related to personal growth.

Success Criteria:

• I can work collaboratively with others.
• I can act responsibly, make good choices and work in a timely manner.

Possible Questions to Ask Your Child:

• What was the favourite part of your week back at school?
• What task did you enjoy the most this week? Why?
• When you did the cup challenge, how did you contribute to your group? What was challenging about this task? What helped your group be successful?
• In your classroom community, what are some of the intentions you came up with and what do they mean?