Wow! What an awesome afternoon we had making jam and memories we had with Katherine Little, the beloved local hero and “jam lady”!
Check out our “documentary” below sharing a bit about the experience. It includes an excerpt from when Katherine was featured on CTV News, which sets up context for our learning.
Katherine shared her fascinating story of life both before and after jam wonderfully kicked off our year exploring themes of resilience, discovering one’s passion, the power of creativity, and community service.
With a nod to the David and Goliath story, Katherine generously shared her advice, encouragement, yummy jam, and awesome pink car named “Dolly”—inspiring students to dive into their own great personal interest projects!
The very jams that Katherine and her husband James taught the students how to label and top with Canada-themed fabric are available in grocery stores around town now—yet visiting her “Little Stand” directly at 1283 Queensbury Avenue is the shortcut to getting the freshest deal! Keep your eyes peeled for the other little stands all around Saanich that are permitted to keep operating thanks to Katherine’s advocacy for a change to the bylaw.
Related to this special day, we will continue unpacking concepts the science of jam making with the topic of states of matter and also explore municipal civic engagement in our Social Studies classes.
It has been such a joy to connect with many of you during Parent-Teacher Conferences, and I look forward to meeting with the rest of you later this week. I want to take a moment to share some updates and clarifications that may be helpful for everyone.
Math Learning and Homework
We have an exciting year of math ahead! Teaching math is one of my passions, and I love helping students grow in both skill and confidence. Right now, we are doing a broad review of key concepts to prepare students for the upcoming Foundational Skills Assessments (FSAs). After this review period, we’ll move into a more sequential progression through core topics.
So far, we’ve been working on multiplication facts using a multiplication chart, place value (up to the hundred-thousandths place), expanded/standard/word form of numbers, comparing numbers, money calculations, general math vocabulary, pattern rules, and bar graphs. This week we’ll be focusing on interpreting data from graphs, continuing money work in word problems, and reinforcing mental math strategies. I recommend families play money games at home to help students practice calculating change. For example, letting a child be the “banker” in a game of Monopoly is great practice.
Our math lessons usually include direct teaching, hands-on activities and/or a demonstration, then some small-group work, and then an individual worksheet that serves as a review or summary. I encourage students to bring home all worksheets to share with their families to keep the learning going. You’ll notice students bring home worksheets that aren’t finished, but please don’t worry—these are meant as a communication tool so you can see what we’re covering in class, and I don’t require unfinished worksheets to be completed at home and returned. However, I do encourage students to keep working on them if your family finds that is helpful.
Students self-mark these worksheets to promote ownership and immediate feedback, while I daily observe and assess their in-person learning and regularly mark their learning through quizzes, tests, and one-on-one check-ins. I’ll continue posting math tutorials on the blog, and I encourage you to explore additional kid-friendly videos online for reinforcement if you’d like to hear concepts explained in different ways. Here is a link to the place on my blog where I have linked to a huge number of favourite math tutorials videos at the grade 4/5 level, with concepts ordered roughly in the order I usually teach them throughout the year. https://inquiryninja.com/math-tutorials/
Foundational Skills Assessment (FSA)
In British Columbia, all grade four and grade seven students, both in public and independent schools, participate in the Foundational Skills Assessment (FSA). This standardized assessment is designed to measure students’ competencies in literacy and numeracy.
The FSA process is spread out over about six sessions on different days, with a mix of pencil-and-paper tasks and online multiple-choice components. This helps reduce fatigue and allows students to do their best. We have already started preparing by practicing with sample questions from past FSAs so students can become familiar with the format and wording.
While some children may feel nervous about any kind of test, I want to reassure you that the FSA results do not affect your child’s school “grades” or report card. Rather, the FSAs are used at the provincial level to provide a broader picture of how schools across B.C. are supporting students and at individual schools like PCS we appreciate the general feedback so we can make data-driven decisions on how to best support learners’ needs. Families will receive their child’s results once everything is scored, but the emphasis in class will always be that this is a learning experience rather than a performance.
My goal and approach is to keep the atmosphere calm and encouraging, providing students with the time and space they need within the allowed guidelines. I also remind them that one test on one day cannot fully capture everything they know. In our regular classroom practice, I balance more traditional assessments (quizzes, multiple-choice, short answer) with opportunities for students to demonstrate their learning in other ways—through projects, interviews, creative work, and oral explanations. For example, after our recent Social Studies quiz, students can now choose to keep their mark or enhance it by rewriting the quiz and/or have a one-on-one interview with me, or express their understanding through a making a story, song, or other creative project (all of this is optional).
The big idea is that the FSA is just one piece of their learning journey. My goal is to ensure students feel prepared, supported, and confident—not only for this assessment, but also for many different kinds of learning challenges in the future.
Cozy & Flexible Seating for All
We are blessed to have this beautiful new classroom—and fortunate to be learning in a modern era where educators understand that healthy bodies need flexible options for body breaks and opportunities to work in ways and places that feel comfortable.
4A students have many choices of comfortable work spaces…
Students often have the autonomy to do their work not only at a desk but with a clipboard at the carpet or in a cozy nook they find or create, or to use a wobbly stool or cushion, to try the bike or bring a clipboard or Chromebook outside (within a few feet of the class for ease of supervision) for some fresh air. Please reach out if you have any other ideas or questions about how to help your child feel maximally energized, productive and regulated at school. *Note: I support bathroom breaks anytime a student says he/she needs it, and I always encourage water breaks as needed as well, and just ask students to store their water bottles at the “hydration station” in one particular area of the room so we can minimize water spills on technology and class work.
Supporting Diverse Needs
Every single student in our class is a gift from God, bringing a unique mix of interests, talents, and passions. A big part of our classroom culture is understanding that everyone has something valuable to contribute and, at times, everyone needs support too. I take a universal design for learning approach so that different types of supports and enrichment opportunities are available for all.
Some of the practices we’re establishing include:
Flexible seating: Wiggly stools, clipboards, and cozy corners so students can find comfortable ways to focus. Soundscapes: Noise-canceling headphones are available, and we vary the sound environment throughout the day—sometimes very quiet, sometimes lively and collaborative. Fidgets: Students are welcome to make use of non-distracting (quiet, non-messy) fidgets in class if it helps them to focus. Peer mentoring: Students are encouraged to be helpers and mentors to one another, building leadership, confidence, and interpersonal skills. Learning supports: Our learning support teachers and education assistants work with us throughout the week, providing targeted support to individuals and groups so that all students benefit. Technology: All students will have regular access to direct supervision while using technology options to advance their learning. We are just getting started with computer classes and setting students up with accounts and teaching responsible use. Coming soon, all students can access voice-to-text options for some work as well. Differentiation and enrichment: Lessons are designed with multiple entry points. Students who need review are supported with building blocks, while those ready for more challenge are given extension questions and enrichment opportunities.
I am also very excited about our year-long personal interest projects, which will allow students to dive deeply into their passions and share their learning with others.
Bunnies in the Classroom
You may have already heard some excited chatter from your child—we have the opportunity to rotationally welcome my own bunnies and some of my foster bunnies (through Amy’s Bunny Barn) for occasional class visits this year! This won’t be a traditional “class pet” arrangement: the bunnies won’t live in the classroom full-time or travel home with families. Instead, they’ll join us occasionally for special visits with humane and hygienic safety protocols in place.
Our future 4A ambassador bunnies (in order that they appear): Bachelor Bob, Lord Velvet, Lady Bunzies, Rose, and Tulip
The goal is to give students the chance to observe the animals and reflect through the lens of science, stewardship, and leadership. Having animals in the classroom can also support social-emotional awareness and growth and create a unique, memorable bonding experience for our class community.
Our first visit is planned for the second week of October. All students will have equal opportunities to observe and interact with the bunnies, but we’ll move slowly—spending time learning about bunny body language, gentle handling interactions, and proper hygiene before any hands-on experiences. My bunnies are tame, gentle, and used to being around children, and I model taking full responsibility for their care and safety.
To be clear, I would not/have not recommended any child get pet bunnies. They are not “easy” pets because they can be messy and destructive and have specific care and housing requirements if one is to do it well. The goal of having a bunny visitor in class is not to encourage or hype up pet ownership, but to give children an honest glimpse of what stewardship for another life can involve and to squeak in some truly awesome science learning in the process.
Please feel free to reach out if you have any questions or concerns. I believe this will be a very special and meaningful experience for the students, and I’ll share more details soon to keep you fully informed and to respect families’ wishes around animal interaction.
Our Portable Classroom
I also want to thank you for your patience and support during our transition from “no classroom yet” to what will soon be a beautiful, ideal learning space. While we wait for our new cabinetry and storage (expected in three to four weeks), we’re working on adding hooks to make backpack storage more functional in the meantime. Please feel free to pop your head into the classroom if you haven’t already—things are coming together, and I’m excited for the space to feel more and more like a home away from home.
Microwave
There is a microwave in our classroom that I have not opened up use for general student lunches yet as I have been cautioned from colleagues that this can create some complexities in the class that we are not ready to add in especially given that we are still trying to get settled in the class and work around some other limits. Time limitations: Our eating period is short, and if many students need food heated, it can quickly create a lineup that prevents students from finishing their meals on time. Supervision responsibilities: If I am tied up managing a microwave line, cleaning spills, or handling hot or burned foods, that supervision is compromised. Fairness: It would be unfair if some students are disappointed when their food cannot be heated first or on time. Food safety and hygiene: Hot foods can spill,cook times can be unpredictable, and cooking smells can permeate the small space.
*That said, sometimes families are navigating more complex circumstances—so, yes, please let me know so I can help and find a work around.
Blog Updates
I aim to post one or two updates on our class blog each week. Sometimes, however, when we have a particularly special project or event, I take a little longer before posting because I want to capture it thoroughly and share it in a meaningful way.
For example, I’m currently finishing a little “mini-documentary” on our jam-making unit from this past week, along with some of the best images from that day. At the same time, I’ve also been busy marking the school-wide write and other writing assignments, which take up a fair bit of evening time. Thank you for your patience—I can’t wait to share more!
Blog Access
If you have occasional trouble loading our class blog on your phone or device, this usually happens if I have updated a blog post but you may have an old version of a blog post cached in your browser history (if you visited the blog before I updated it)or if a post contains large embedded videos. A quick fix is to clear your internet cache/cookies or try opening the blog in a different browser (for example, switching from Safari to Chrome). Refreshing the page after this almost always works. I’ll also do my best to keep posts with just one or a few videos to make them easier to load across devices.
Thank you for your ongoing support and partnership. I feel so grateful for the opportunity to teach your children and to share this learning journey together!
Did you just read this HUGE blog post—-wow! Gold star! I am a longwinded when endeavouring to be thorough. Kuddos to you! But still do feel free to reach out with anything else that I can clarify!
Tomorrow students are bringing home a form that invites you to share if the type of permission you offer for your child to showcase their learning, activities and best work through this blog—there are many ways to participate and all families’ decisions are sensitively respected. Some students enjoy the spotlight and on camera work, while others prefer directing and behind the scenes work. We support whatever is right for you!
Please review, sign and return the form when you are able. In the meantime, below are some examples of some of the types of video projects my students have helped create in the past.
(Dramatizations of Bible stories and parables)
(Summaries of the “big ideas” in our units of learning—these help students both communicate with others what they learned and also become study aids as they prepare for future assignments and assessments.)
Today we enjoyed our Science class outside in the community garden.
Nothing beats learning about the five senses by actually USING them! Life cycles, seasons, biodiversity, decomposition, soil health, the water cycle, pests and predators—this and so much more is available for us to observe and investigate in 3D in real life.
Today the grade 4 students learned about the scientific method and how to identify and create scientific questions by asking some of their own, all while surrounded by the wonders of creation.
What is a Scientific Question?
A scientific question is a kind of question we can answer through the scientific method. That means, we can observe something in the world, test, and measure to form conclusions based on provable evidence. It helps us explore the world using our senses, tools, and experiments.
Examples of Scientific Questions:
How many petals does a daisy flower usually have? 👉 We could collect daisies, count the petals, and record the numbers.
Which melts faster in the sun: an ice cube or a chocolate chip? 👉 We could test this by putting them both outside and watching what happens.
Do worms prefer wet soil or dry soil? 👉 We could set up an experiment with worms and see where they go.
The Scientific Method
“A way scientists explore God’s creation.”
1. Ask a Question
This is where it begins!
Example: Which soil helps beans grow taller — sand, clay, or garden soil?
2. Make a Hypothesis (a thoughtful guess)
You make a prediction you can test.
Example: I think beans will grow tallest in garden soil because it has nutrients.
3. Plan and Do an Experiment
Test your idea by setting up a fair experiment.
Example: Plant beans in three pots, one with sand, one with clay, one with garden soil. Give them the same amount of water and light.
4. Observe and Collect Data
Watch carefully and write down what happens. Measure, draw, or take notes.
Example: Check bean height every three days and write it down.
5. Analyze the Results
Look at the information and see what it tells you.
Example: Beans in garden soil grew 15 cm, while beans in sand grew 4 cm, and clay grew 8 cm.
6. Draw a Conclusion
Decide if your hypothesis was correct or not. Either way, you learned something!
Example: My hypothesis was right — beans grow tallest in garden soil.
7. Share What You Learned
Tell others what you discovered so they can learn too.
Example: Make a chart, a poster, or a class presentation.
Just a quick reminder that tomorrow is Photo Day, and it is also the first Hot Lunch day for those who ordered.
I’ve also posted on our class blog some photos, a short video, and a write-up from today’s science lesson in the Agnes Community Gardens. It truly was a feast for the senses, and the students did a wonderful job exploring, questioning, and learning together.
Portable update! We were approved to begin moving items like school supplies and books into the portable and do some desk arranging. There are still a few technology elements and other learning and storage items to set up before the space will be officially ready for our regular occupancy. Tomorrow and Friday we will spend an hour or two setting up supplies and desk items, and then plan for our first full day in the portable on Monday! Exciting!
**Please remind students to line up in the morning tomorrow at the SAME entrance they have been using at the church.
Here is a window into our classroom learning this week so far! (Reminder that Thursday, Sept. 18th is PHOTO DAY and also the first Hot Lunch day of the year for those who have ordered.)
Bible: Jesus Feeds the 5000
In Bible class today, we again explored the story of Jesus feeding the 5,000, as told in the Gospels, and we reviewed several children’s Bible versions as well.
Reading this story helps students see Jesus’ compassion and power, understand that God provides abundantly for His people, and recognize that our small offerings can be used by God in extraordinary ways. We talked about how faithfully retelling Scripture can be a joyful act of reverence and learning.
Another goal was to help students build their memory power and become familiar with the sequence and details of the story, connecting it to our Language Arts lessons on story structure and retelling.
Together we reflected upon and analyzed this story’s portrayal in The Chosen, and remembered how it was shared in chapel last Friday. We emphasized that dramatizations show creative choices that may or may not have basis in Scripture, and we can enjoy these versions while also being critical thinkers who return to the Word itself when we have questions.
We also listened prayerfully to Josiah Queen’s song Fishes and Loaves, which deepened our reflection. Students then practiced retelling the story in small groups, aiming to be biblically accurate while using strong storytelling skills.
The students did a wonderful job retelling this story, and we are already dreaming up creative ways—like dramatizations, costumes, and puppets—to bring these Bible stories to life together.
Crew: Rowing Together
In our morning Crew sessions, we’ve been focusing on what it means to work together as a team in a Christ-centered way. We’ve been exploring how good teamwork requires us to not only listen to what others say, but also to notice how they say it—their tone, body language, and the cues they give. This helps us learn when it’s the right time to join in, support, and row in unison with our team toward a shared goal, and when it’s appropriate to pursue our own individual tasks.
Using this metaphor of rowing, we’ve talked about how we can go further when we work together in step with God’s plan, striving together toward His Kingdom purposes. One of our exercises, for example, was a mirroring activity where students practiced carefully watching and reflecting a partner’s movements. This kind of practice develops empathy, attentiveness, and awareness, helping us grow into supportive, attuned members of our learning community. Play the mirroring game at home—giggles are guaranteed!
As well, we had a story and group discussion about where/how we can see and experience God in our world.
Math: Place Value, Expanded Form, Math Facts & Comparing Numbers Using <,>, and =
In Math, we have been deepening our understanding of place value, focusing on ones, tens, hundreds, thousands, and ten thousands. Students have been representing numbers in standard form and expanded form, and we will soon be extending this work to include word form as well.
We have also been practicing strategies for comparing and ordering numbers, and playing math games to build fluency with basic facts. As well, we have worked with basic multiplication arrays. We have been skip counting by 3s and 5s and identifying and creating basic pattern with addition and subtraction. Practice: Ask your child to sing skip counting by 3s to the tune of “Jingle Bells”.
To support conceptual understanding, students have been using base-ten blocks as manipulatives. This hands-on practice allows them to “make change” and regroup concretely, so that when they move on to more abstract strategies—such as carrying and regrouping in addition and subtraction—the process will have tangible meaning.
For the next few weeks, I will ask students to bring home their daily math work to share with a family member (and/or complete if they need more time). The sharing is the homework. Teaching others is great review!
The purpose is to both inform families and give students practice using mathematical language while reinforcing concepts taught.
Language Arts: Paragraph Writing
In Language Arts, we’re continue to build on our storytelling skills and also launching expository writing.
Our year-long goal is for each student to be able to craft a well-organized paragraph that includes: a hook (an attention-getter such as a question, surprising fact, or vivid image), a clear topic sentence (a complete sentence that states the controlling idea of the paragraph), three or more supporting ideas developed with specific details and examples, transition words/phrases to create logical flow (e.g., first, for example, in addition, finally), and a concluding sentence that synthesizes the main idea (not just repeats it).
Today we used the “hamburger writing” model and a key focus was distinguishing a Title from a Topic Sentence:
Title: a short label/preview; not a full sentence. Topic sentence: a full sentence (subject + predicate, capitalized and punctuated) that states the controlling idea and sets the purpose for the paragraph.
PHE: Leadership!
It’s been great to get back into the gym! Today in PE, our student PE leader introduced the ground rules and gave the safety talk before leading the class in a mini-sticks hockey game. This first session included a short skills practice, and on Thursday we’ll build on it with a larger game in the gym.
A big focus in PHE this year is on empowering student leadership—every child will have the opportunity to serve as a PE leader multiple times. Under my guidance, leaders instruct their classmates through warm-ups and stretches, modelling skills, and helping set a positive tone for fair play, safety, and teamwork in activities and games. Through all of this, students will also be learning to monitor their physical exertion, build body awareness, and support one another in growing stronger together while respecting boundaries. We’ve had a lot of fun already, and we’re excited for more!
We would also like to extend a heartfelt thank-you to all the students and families participating in extracurricular athletics this year. We recognize the extra time, effort, and commitment it takes to attend cross-country meets and other activities that challenge students in new ways and new settings. Your support and dedication are greatly appreciated!
NOTE: Hot Lunch starts next Thursday (pizza). The order deadline has changed: they need to be submitted and paid for on MunchaLunch by 11:59pm Sunday evenings.
(That means SoFund cheques need to be at the office by 3:00pm Fridays).
Here is a window into a few of the big ideas we have been exploring this week in class. I hope this blog will be a place your family can visit to spark conversations and build that ever important learning connection between school and home. I will post tutorial videos that can be rewatched to reinforce concepts. This blog will showcase and celebrate our learning and can act as a portfolio.
The Velveteen Rabbit
We started with a novel study of THE VELVETEEN RABBIT. Students got comfortable listening to the audiobook, while following along in the text. The students had lots of rich discussion and made Biblical connections! Key questions: What does it mean to be real in the story? How did the rabbit become real? What connection can you make between this story and your own life?
Bible & Crew
In all we do, we seek to deepen faith and powers of reflection. This week we have especially focussed on the themes of gratitude and creation. As well, we enjoyed the “Brick Bible” retelling of the story of Noah’s Ark and did our own dramatic reenactment of the animals boarding the ark (a combination of puppets and charades).
In Bible class I also introduced the idea of how we can work together this year to seek to faithfully dramatize Bible stories to deepen our understanding of them and share them with others. As a parent, I can tell you that my own sons learned and remembered so much more about the David and Goliath story through our family’s attempts to be filmmakers and bring it to life.
Storytelling
Lately we have been strengthening our core competencies of thinking and communicating by learning storytelling skills and associated vocabulary. We have learned about the structure of a story and strategies for advancing a plot.
A collaborative game we have been learning to play with increasing skill is called STORY CHAIN: each person in the circle contributes a sentence to tell a story. This is an improv game—ideas are invented on the spot! Students have to work together with great listening skills to drive the plot and keep it interesting, but also coherent. This practice demands lots of creativity and patience. I am so amazed at everyone’s enthusiasm for storytelling! CLICK BELOW to hear the first story we created as a class…
CLASS LIFE & FITNESS
During a BODY BREAK these enthusiastic student athletes organized themselves quickly and insisted on testing their limits with planks and push-ups—while the rest of us chose to enjoy some stretching and deep breathing. Students are always encouraged and supported to make the choices that help them feel happy, healthy and self-regulated.
In Phys. Ed. this year, students will be encouraged and supported to be PE leaders, which involves planning and facilitating portions of our classes. Today a student invented and taught us all a new type of tag game, and it was awesome!
This afternoon students enjoyed some connection-building time with a choice of strategy games and creative play.
MATH
We explored how a MULTIPLICATION CHART can help us to identify patterns, skip count, and do quick calculations. A few students have passionately taken this to the next level, and I saw them making their own huge charts on grid paper at recess to work with factors larger than 12.
Base ten blocks are not only for making cool structures—they help us concretely understand and visualize place value concepts with these math manipulatives in units of ones, tens, hundreds and thousands.
We have done equations with pictorial representations of the base ten block numbers too.
These videos can help reinforce the lessons we explored this week at a basic level…
OUR WEEKLY SCHEDULE
This schedule is subject to occasional changes as we accommodate special events, field trips, and otherwise make up time, but the big picture of our routines and usual quantity of time invested in each area is seen below. Not all areas of the curriculum are named in the schedule, yet happen as they are woven across many subjects (e.g. Career Ed., ADST, Health Ed., etc.).
Personal Interest Projects
Our students have been brainstorming long term, larger scale inquires based on their passions and interests. It is all very exciting! Here is a video where I introduce the concept…
I will support students each step of the way as a guide on the side while they explore a personal interest project of their own. Years ago, I created a video course for upper elementary students that introduces this concept and offers tips, strategies, and structures to help students move from identifying an area of passion, to developing their project, to presenting it meaningfully.
For example, a project could be as simple as creating a series of artworks to display in a a gallery exhibit, or designing and selling bookmarks at a farmer’s market-style event to raise money for an important cause.
Some students may choose to go deeper, like the case study video (below) I shared of a student who takes his playground design project to the next level. This gives students a glimpse of where in-depth inquiry could lead in the future, and may inspire them to stretch their own thinking.
The process can be completely student-driven. Nothing needs to be purchased or done at home by parents—though any support you would like to give is, of course, always welcome.
As a way to deepen our understanding of the grade 4 Science curriculum related to stewardship and how animals sense and respond, I have the opportunity bring in my pet rabbits for the occasional visit—or even for a a more regular “class pet” experience. Full details to come in the future after I get to know students and formulate plans in connection with our school administration with education and support from a local rabbit welfare organization. Full information and consent forms will be shared in the future in the case that a student wants to have closer contact and/or a leadership role in caring for the rabbits. You will be informed before anything animal related happens in our class!
As you can imagine, our caring students are very excited about this, yet we are taking it slow to ensure this bunny science learning process is everything we dream it can be. To be clear, a message I have shared with students repeatedly is that I do not recommend having rabbits as pets for most people as they are far more complex and demanding creatures than people assume (they need lots of space and interaction), which is partly why there is a problem of dumped/abandoned domestic rabbits in our area. We will learn so much from this experience—including humane treatment and ethical considerations. FYI, I got my own rabbits from Amy’s Bunny Barn Society: a source of rich information.
Here is a video of my grade 5 students interacting with our bunny visitors last June. Bunnies need calm, quiet, peaceful environments with patient, gentle handlers who give them space, never pick up, and act as scientists in closely observing their signs and behaviour clues.
Bunnies featured: Lady Bunzies (big cottontail-style girl), Lord Velvet (black lop), Bachelor Bob (brown lop), Rose (light brown lop) and Tulip (orange and white lop).
In “You Are Special”, Max Lucado tells the story of the Wemmicks, little wooden people who spend their days giving each other stickers—gold stars for being smart, pretty, or talented, and gray dots for mistakes or flaws. Punchinello, who often trips and stumbles, collects more dots than stars and begins to believe he isn’t worth much. But then he meets a Wemmick named Lucia, who doesn’t have any stickers at all. Stars and dots don’t stick to her because she spends time every day with Eli, the woodcarver who made her.
When Punchinello visits Eli, he learns that he is special not because of what others think, but because Eli created him and loves him. Eli reminds Punchinello that his worth doesn’t come from stars or dots, but from the fact that he belongs to his Maker. The lesson of the story is that we, too, are special and deeply loved by God—not because of our achievements or failures, but because He made us, knows us, and calls us His own.
Student Information Forms: For families that didn’t get a chance to attend the “Meet the Teacher Night”, we have sent home each child’s form, and we ask parents to review it, cross out and correct and outdated information, and sign and return the form.
Flexibility: We thank you dearly for your patience as we wait for the portables to be ready. We are doing our best to not just endure but to turn this lemon into lemonade for the students, by focussing on the positives of our situation: extra time joining with the other grade 4 class, our field trip, new connections, and more.
What a wonderful start we’ve had together in 4A! Even though our year has begun a little differently than planned, the enthusiasm and kindness of our learners have already made these first days really special. While we wait for the completion of trades work and inspections on our fabulous new portables, the 4A and 4B classes have been joining together for some exciting learning and community-building.
Building Community & Exploring Stories
We’ve enjoyed “getting to know you” activities through drawing, writing, and sharing about our summers. In our daily Crew time (a space where we gather to reflect, connect, and set the tone for our day), we’ve been talking about what it means to belong to God’s kingdom and how each of us can contribute in meaningful ways.
One highlight was reading Flight of the Hummingbird by Haida artist Michael Nicoll Yahgulanaas. This story inspired us to think about how even small actions can make a big difference.
Students brainstormed problems in our world they care about and began imagining how they might respond courageously with the gifts God has given them. Some also practiced oral storytelling by retelling the story in their own words—an excellent way to build memory, sequencing, and communication skills.
Looking Ahead
Tomorrow, we’ll continue exploring how students can make a difference in the world, while also deepening our connections as a class community. I’m also excited to help students start thinking this week about what they may want to do for their PERSONAL INTEREST PROJECTS this year.
Communication with Families
This year, as in past years, I will use both email and my teacher blog to keep families informed:
Email: Every week or two (or as needed), I’ll send an update with highlights and important reminders.
Blog: I’ll use my blog to share bonus content such as photos of learning, links to helpful resources, and glimpses into our classroom projects. (No students or work will ever be photographed without both family and student permission and privacy is always respected.) Feel free to scroll through my previous blog entries to see how I have use this blog in the past.
Agendas: Our goal is to use agendas consistently. Students will be given time each day to record important dates, homework, and reminders. Please support your child in bringing their agenda to and from school daily, and kindly initial it each evening as a helpful routine to ensure we help you feel up-to-date on class information.
What a joy and privilege it is to be in my 20th year of teaching. I am deeply passionate about helping students discover their gifts and share them in meaningful ways that contribute to the world. I served as a vice-principal in SD61 for seven years, and returned to work as a classroom teacher three years ago when I felt God’s call to work in faith-based education. Leading classroom learning is so fun and creative—building relationships and watching students grow feels so profoundly special to me. In addition to teaching, I am a wife of a mathematician and the mom of three boys, an animal lover, and someone who enjoys the creative arts, outdoor adventures, and learning new gardening skills. My Facebook is private, but my Instagram is public @tiffany_poirier and anyone is welcome to follow me there or on YouTube at https://youtube.com/@tiffanypoirier?si=70NkXbzo2A748R3R
Quick Reminders…
School Supplies: Please bring all school supplies tomorrow if you can. Be sure to label everything except the duotangs.
Meet the Teacher Night: This Thursday, September 5th, beginning at 5:40 p.m. in the church, followed by one classroom session at 6:10 (location TBA). Orange Shirt Day shirts will be available for purchase in the hallway starting at 5:30.
Field Trip to Willows Beach: This Friday we are excited to take our first field trip of the year with the 4A and 4B classes! Please ensure your child’s permission form is signed and returned as soon as possible.
I am excited to share more about our Grade 4 program and to connect with you at Meet the Teacher Night.
Thank you for sharing in the blessing of being in this wonderful learning community. We will work as partners to ensure a joyful and meaningful year.
I hope you’re all having a wonderful start to your summer!
This was our “film adaptation” of Jesus’s parable of the vineyard workers.
Here is our last blog post for the year featuring some very special moments. I hope these bring a smile and spark some happy memories from our time in 5B. As a teacher, I cherish the 2024-25 school year as one of the most special years of my career with truly wonderful students and families.
Click this video for happy moments from our last week with the bunnies!
As I move on to teach grade 4 at a new school in September (closer to my home), please know you can still access our blog and connect that way. Since this current email address will no longer work by the end of July, you are welcome to reach out through my email address that is connected with my blog, which is info@inquiryninja.com As well, you can find me on Instagram at https://www.instagram.com/tiffany_poirier?igsh=MTU2b28xYzlkOXhrZg%3D%3D&utm_source=qr
Please know that I carry you all in my heart and am wishing each of you an amazing summer. Always feel free to reach out and share your life updates—I’m cheering you on!
Tiffany Poirier 