G1 Intermediate EAL (Hercus Theron)

This week, grade 1 students engaged in activities that encouraged students to explore things that they like and dislike. After a speaking activity, we also wrote down the things we liked and disliked. However, we did not stop there. Students also had to give reasons why they liked or disliked the things they wrote about. While topics like food, activities, and animals were popular. We did not miss the opportunity to learn new vocabulary such as the names of fruits and vegetables. During our online lessons, we continued to learn some new words. We also practiced our listening comprehension. We also reviewed a few phonics rules while playing a board game.

G1 Beginner EAL (Tom Wickham)

This week in Grade 1, we focused on expanding our vocabulary by exploring fruit and vegetable terminology through quizzes. To reinforce word construction skills, we utilized magnetic letters and engaged in timed exercises to create words using specific vowel pairs and digraphs. Additionally, we continued to use the 'I have ___, who has?' word card game to enhance reading, speaking, and listening abilities. 'The Shell Shop,' a decodable focusing on the 'sh' digraph, was incorporated into our reading for the week. We dedicated time to getting to know new classmates and introduced them to our class routines such as 'the morning leader' who introduces the day, date, month, season and weather. With the introduction of new students, previously less confident students have shown a considerable jump in confidence.

G2 Beginner EAL (Tom Wickham)

In Grade 2, this week was dedicated to enhancing vocabulary through the study of fruits and vegetables, including quizzes to reinforce learning. We reinforced word construction skills by employing magnetic letters and participating in timed exercises to form words using specific vowel pairs and digraphs. The 'I have ___, who has?' word card game was utilized to strengthen reading, speaking, and listening skills. Additionally, we delved into 'The Shell Shop,' a decodable story centered around the 'sh' digraph. As new students joined our class, we took the opportunity to discuss our similarities and differences to explore the concept of comparison.

G2 Intermediate EAL (Hercus Theron)

This week, the second-grade students actively participated in exercises that encouraged the exploration of their preferences. Following a speaking activity, we proceeded to jot down both likes and dislikes. However, our exploration didn't end there – students were prompted to provide reasons behind their choices. While commonly chosen topics included food, activities, and animals, we seized the opportunity to learn the names of some popular foods from around the world. Throughout our online lessons, we diligently added new words to our repertoire and honed our listening comprehension skills. Additionally, we reinforced phonics rules through an engaging online game.

G2 Intermediate EAL (Chris Marionni)

In Mr. Marionni’s G2 Intermediate EAL, students read the short story “Ian’s Fright Night”, discussed the story in detail, answered story questions (both verbally and in writing), and focused on story vocabulary using visuals. Students also focused on the 4 rules of regular past tense verbs and used IXL for extended practice. On Thursday, as school was online, students continued to use IXL in order to further practice regular past tense verbs. On Friday, as school was online, students reviewed regular past tense verbs and also used Raz-Kids to practice reading comprehension and learn new vocabulary words in context.

G3 Beginner EAL (Tom Wickham)

In Grade 3, the focus this week was on examining similarities and differences, employing Venn diagrams to visualize and map out these concepts. We discussed these differences and explored related vocabulary: 'both, only, all'. Comparing and contrasting various objects and animals using cards further reinforced this theme. We also explored fruit and vegetable vocabulary through quizzes, while also utilizing the 'I have ___, who has?' word card game to bolster reading, speaking, and listening proficiencies. Additionally, we started using our new reading journals to record unfamiliar words for translation homework.

G3 Intermediate EAL (Hercus Theron)

Grade 3 students started the week by sharing with their classmates. We then talked about ways we can best describe why we like the things we do. We reviewed some adjectives to help describe the nouns we either liked or disliked. Finally, we reviewed grammar rules such as plural nouns, countable and uncountable nouns, as well as when to use 'is' or 'are'. We managed to complete our writing assignments before the snowy weather forced us online. We continued to review the grammar rules and practiced our listening comprehension online. We also used IXL and Wordwall for some interactive online exercises.

G4 & G5 Beginner EAL (Tom Wickham)

Grade 4 & 5's week centered on exploring similarities and differences through the utilization of Venn diagrams and team presentations, fostering teamwork and communication abilities. This also helped to introduce and include the new students who have joined the class. Further reinforcing this concept, we compared and contrasted different objects and animals using cards. Fruit and vegetable vocabulary was reinforced through quizzes, while the 'I have ___, who has?' word card game enhanced reading, speaking, and listening skills. We also began using our new reading journals to document unfamiliar words for translation homework.

G4 & G5 Intermediate EAL (Hercus Theron)

The students started the week by sharing their preferences with each other. Subsequently, we delved into discussions on effective ways to articulate the reasons behind our likes and dislikes. To enhance our descriptive skills, we revisited various adjectives tailored to convey sentiments about the nouns we encountered. In addition, we dedicated time to reviewing grammar fundamentals, including plural nouns, countable and uncountable nouns, and the proper usage of 'is' or 'are'. Despite the onset of snowy weather shifting us to online learning, we successfully completed our writing assignments. Our virtual sessions continued to focus on reinforcing grammar rules and refining listening comprehension, with the integration of interactive online exercises through platforms like IXL and Wordwall.

G4 & G5 Intermediate EAL (Chris Marionni)

In Mr. Marionni’s G4 & G5 Intermediate EAL, students read the short story “Foggy Figure”, discussed the story in detail, answered story questions (both verbally and in writing), and focused on story vocabulary using visuals. Students also focused on regular past tense verbs and used IXL for extended practice. On Thursday, as school was online, students continued to use IXL in order to further practice irregular past tense verbs. On Friday, as school was online, students reviewed irregular past tense verbs and also used Raz-Kids to practice reading comprehension and learn new vocabulary words in context.

G6 & G7 EAL (Richard McNamara)

In G6 EAL, this week's activities revolved around welcoming students back to school, reinforcing the deadline for their I&S Religions of the World assignment, updating notes on The Four Noble Truths, and introducing vocabulary for the new science unit.  Additionally, they updated their IXL diagnostic scores and completed my suggested IXL skill sets along with a matching Friday quiz. In G7 EAL, this week had a dual focus: completing the I&S final draft assignment on governments around the world, emphasizing in-text and bibliographic citations and preparing intermediate students (WIDA 4.0 and above) for WIDA tests by assigning level J and K IXL reading and writing exercises and 25 K and L level questions in their Friday quiz.

G8 & G9 EAL (Jess Macur)

In Mrs. Jess' EAL class, students had a fun time improving their listening, speaking, and writing skills. They played a lively game to learn about prepositions, placing furniture in a house. In a speaking exercise, they took turns using "There is" and "There are" while discussing items in the classroom. Writing lessons focused on the writing process, using OREO (opinion, reason, example, restate opinion) to write longer answers. These activities not only reinforced vocabulary but also helped with spatial awareness and distinguishing facts from opinions. Next week, we'll continue honing these language skills.

G10 EAL (Ayana Najuma)

In Ms. Najuma's 10th grade EAL class, students received support in reading and discussing an article on the Treaty of Versailles. They also read an article and answered questions about the Holocaust to prepare for their upcoming WWII unit. Additionally, they learned about writing an argumentative essay through a video presentation and took notes on writing a thesis.

Grade 1

Sascha Wandkowsky

This week in our Grade 1 German class, we had a fun time exploring the letter ‘Y/y’. We practiced writing it in both uppercase and lowercase, and the kids did a great job! We also discussed how the pronunciation of ‘Y/y’ can change depending on the words it’s used in. For example, in the word ‘Typ’, it sounds like the ‘i’ in ‘bit’, but in ‘Yoga’, it’s pronounced like the ‘y’ in ‘yes’. We played some spelling and reading games with keywords containing ‘Y/y’, which the students found very engaging.

We also spent time reading texts about animals and pets. The students loved learning new words and facts about their favourite animals. After each reading, we had comprehension tasks where the students’ answered questions about the text. This not only helped them understand the text better but also improved their reading skills. We ended the week with a chapter reading test to assess their progress.

Grade 2

Sascha Wandkowsky

This week in our Grade 2 class, we worked on different types of sentences. We learned about declarative sentence, interrogative sentence, and exclamatory sentence. The students enjoyed forming their own sentences of each type, and it was great to see them understanding the different ways we use language to express ourselves.

We also worked on improving our cursive script, specifically focusing on the connections between letters. The students practiced writing sentences in cursive, which helped them improve their handwriting skills. In addition, we read texts about family and friends relationships. The students engaged in lively discussions about the texts, sharing their own experiences and thoughts.

Grade 3

Sascha Wandkowsky

This week in our Grade 3 class, we had an exciting time exploring tenses. We focused on the present tense and the simple past tense. The students practiced forming sentences in both tenses, which helped them understand how to talk about actions happening now and actions that happened in the past. It was wonderful to see their progress in grasping these fundamental concepts of grammar.

In addition to grammar, we also spent time reading texts about nature. The students were fascinated by the stories and facts about different plants and animals. After each reading, we had comprehension tasks where the students answered questions about the text. This not only helped them understand the text better but also improved their reading skills.

Grade 4

Sascha Wandkowsky

This week in our Grade 4 class, we had an engaging time exploring tenses. We focused on the present tense and the simple past tense. The students practiced forming sentences in both tenses, which helped them understand how to talk about actions happening now and actions that happened in the past. It was wonderful to see their progress in grasping these fundamental concepts of grammar.

In addition to grammar, we also spent time reading an interview with an astronaut. The students were fascinated by the stories and facts about space exploration. After reading, they tried to conduct their own interviews, asking each other questions based on the text. This activity not only improved their reading comprehension skills but also enhanced their ability to ask insightful questions.

Grade 5

Robert Jordan

This week we discussed grammar topics like the use of active/passive or the difference between dative and accusative case. We were also working on a how to to the topic of describing persons with examples, different spelling (especially capital letters and of words with ph- or x-sounds) in German or the various depiction of the same character in various media and problems that can appear with over-the-top ideals, depiction or characters like superman. We did a lot of exercises to those topics, partly in the whole group, partly in smaller groups, especially spoken, sometimes written, fostering grammar/spelling knowledge and social skills.

K1

K1 students do not have PE class this week yet since I was covering the homeroom, but I have posted a video on Toddle about the Alphabet Dance that they can follow at home and have fun.  

K2

Back to school, and everyone is excited about learning after the holiday. To start the new units of this term, we are exploring the softball ball this week. We warm up with a balancing act, where the students explore the balls by doing any activities to keep them balanced. We also did the “Ball Squeeze Race” which each participant to hold the ball between their legs without using their hands. As the teacher signal each group should start racing towards a designated finish line while keeping the ball squeezed between their legs. The first group to reach the finish line without dropping the ball wins the game. We had fun and will continue next lesson.  

K3

Back to school, and everyone is excited about learning after the holiday. To start the new units of this term, we are exploring the stability ball this week. We warm up with a balancing act, where the students explore the balls by doing any activities to keep them balanced. The students explore the balls by doing activities to keep them flat. We continue played “Ball Roll Relay,” which divided the students into two teams. Each team must roll the stability balls from the start line to the finish line and back using only their hands. The next team member takes over once the first person reaches the finish line. They improve their balance, coordination, and core strength. 

G1

We are introducing floor hockey to grade 1 this week. We began the lessons by going over the game's rules and essential abilities with them. In addition, we have switched out the floor hockey equipment with a soft racket and soft ball for grade 1 safety. This week, grade 1 students learned how to control the ball, pass and receive while moving, and score goals.  

G2

We are introducing floor hockey to grade 2 this week. We began the lessons by going over the game's rules and essential abilities with them. In addition, we have switched out the floor hockey equipment with a soft racket and soft ball for grade 2 safety. This week, grade 2 students learned how to control the ball, pass and receive while moving, and score goals. 

G3

We are introducing floor hockey to grade 3 this week. We began the lessons by going over the game's rules and essential abilities with them. In addition, we have switched out the floor hockey equipment with a soft racket and soft ball for grade 3 safety. This week, grade 3 students learned how to control the ball, pass and receive while moving, and score goals. 

G4

This week in Grade 4 PE, we looked at the fascinating history of the Olympics through online learning. The students remained engaged and enthusiastic throughout the session despite the shift to virtual classes. Our discussion centred around the origins, evolution, and significance of the Olympic Games, sparking curiosity and prompting insightful questions from the students. 

To deepen their understanding, an assignment for research on various aspects of the Olympics was assigned. The students enjoyed exploring ancient Olympic traditions. I was impressed by their active participation and genuine interest in the subject matter. 

The students demonstrated excellent communication skills throughout the online session, actively contributing to discussions. Their curiosity and eagerness to learn about the history of the Olympics reflect their commitment to academic excellence. 

G5

This week in Grade 5 PE, we focused on developing volleyball skills. Following a warm-up session, we transitioned into practicing setting and bumping techniques. These fundamental skills are essential for being able to play volleyball. Despite being a new concept for most students, they showed remarkable adaptability and enthusiasm. I was impressed by their quick uptake of the information and how swiftly they applied it to their gameplay. 

I observed significant improvement in their setting and bumping abilities throughout the sessions. The students displayed excellent concentration and determination to refine their skills. Their dedication to learning and willingness to challenge themselves were evident. 

As we conclude the week, I am excited about continuing our volleyball unit in the upcoming classes. I anticipate more engaging sessions filled with skill development activities and gameplay. With their current energy, I am confident that Grade 5 will continue to excel and enjoy their volleyball journey.

G6

This week the students continued their aesthetic movement unit. Students focused on alternative gross motor movements through the game “Jailbreak”, which is a freestyle movement and target game focused on individual physical improvement. Risk taking and critical thinking ATLs were the focus this week. We have also been playing music in the class to enhance the experience and effect movement. This week we worked on how to share space within an individual game through chaotic movement while multitasking in a competitive setting.

G7

This week the students continued their aesthetic movement unit. Students focused on alternative gross motor movements paired with advanced fine motor skills through the game “Jailbreak Advanced”, which is a freestyle movement and target game focused on individual physical improvement. Risk taking and critical thinking ATLs were the focus this week. We have also been playing music in the class to enhance the experience and effect movement. This week we worked on how to share space within an individual game through chaotic movement while multitasking in a competitive setting.

G8

This week the students continued their aesthetic movement unit. Students focused on fast paced movements and hand eye coordination through “Flasket-ball”. Basic communication and critical thinking are ATL skills that are vital in this unit. We have also been playing music in the class to enhance the experience and effect movement. Teamwork and risk-taking ATLs were the focus this week. We learned how to combine two sports movements into being successful in one team game.

G9

This week the students continued their aesthetic movement unit. Students focused on fast paced movements and hand eye coordination through “Flasket-ball Advanced”. Basic communication, critical thinking, and self-management are ATL skills that are vital in this unit. We have also been playing music in the class to enhance the experience and effect movement. The grade 9s have been tasked with creating their own teams of equal skill through analyzing. Teamwork and risk-taking ATLs were the focus this week. We learned how to combine two sports movements into being successful in one team game.

G10

Grade 10 students embarked on the planning process of their aesthetic movement unit. In their groups they collaborated on a set of criteria they set for themselves in order to create an expectation of success, reflecting on the possible outcome in the planning phase of the unit. In the online portion of the weeks lesson, students created a proposal for their chosen performance where groups discussed key areas of their performance such as the music they would dance to, style of dance, props or outfits they would be wearing etc. All in all, a great week of collaboration, critical thinking and practices transferred skills from the health unit.