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Math: Spatial Reasoning-Hour of Code activities helped students manipulate (move, rotate, shrink) objects in the Scratch Junior and Scratch spaces.
L.A (Literacy Continuum).- Shared Reading (Gr. 1)-several math related poems help students link literacy to math and help students read and learn about math related cocepts and vocabulary.

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Math: Spatial Reasoning-students really enjoyed and focued on tasks related to Spatial Reasoning such as coding, pattern block activities and coding activities.
LA (Literacy Continuum)-Shared reading (Gr. 1)-shared reading of poems resulted in improved: reading skills and understanding of math concepts.

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Math: Spatial Reasoning-once students learn the basic functioanlity of coding programs, how can we better link activites to student interests and curriculum (as we develop spatial skills in these spaces)

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Once students develop some proficiency with coding (using scratch blocks), anchor charts with defined learning goals and success criteria can be co-created with students and final tasks can be compared to items on these charts.

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Literacy continuum inferring:
we are noticing they are listing observations and not making inferences.
Math: spatial reasoning
With visuals we found they were more successful in completion of the task.

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LA (Shared Reading)- The students participated in shared reading of poems, which helps build student vocabulary, sight words, understanding of punctuation and rhyme.
Math (Spatial Reasoning)-students were highly engaged in hands on spatial tasks,

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We noticed that our students were struggling to make jot notes. We worked in the library during the month of November and noticed some improvements.

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Literacy- The students are not adding enough details and not focussing on one event for retells/recounts.
Math- Students need a lot of chunking and step by step instructions.

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Literacy- Pointing out or recognizing 'Ah ha' moments as they happen and building on that has been helpful.
Math- They require a lot of modelling. They need to do more cross-curricular activities e.g. math, media literacy, art and mapping.

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We are focusing on features of text with our inquiries into Rocks and Minerals.
The grade four students are learning how to code with scratch.
Our students are really enjoying learning through games, and are using the spatial reasoning games.

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Literacy-continuum
We are observing that the students need visuals first such as pictures to begin to make simple inferences. - wordless texts.
Math: spatial reasoning
We are learning they are needing a lot of the scaffolding of the language prior to the beginning of the task.

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Literacy- I wonder if they recognize small moments/recounts on their own (ex. at home or with their peers).
-I wonder if the students are either reluctant to write or a lack of confidence?
- I also wonder if it's the writing piece?  The students love to tell their stories but their written stories do not reflect the oral. What is prohibiting the students from writing the stories down?
Math- I wonder if they will transfer these skills into other subject areas.

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We wonder what our next steps are when working on reading comprehension.
In spatial reasoning we are looking at taking the next steps in our learning. We continue to look for new ideas and resources that can aid in the development of our spatial sense program.

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We create success criteria and learning goals as a team.  We check in with the students frequently and adjust our teaching according to how they meet the success criteria.

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Literacy - Students have been experimenting with different types of voice in their writing, and are quickly developing an understanding of how one's selection of voice is dependent on the purpose and audience. As they write their election speeches, they are spending a great deal of time agonizing over word choice and tone, and trying to find ways to persuade students of different grades to vote for them.
Numeracy - Students have loved playing the spatial awareness-themed games that we've introduced. Many have already begun asking questions regarding strategies that will help them win more frequently, which has provided us with a number of experiential learning/teaching opportunities. We will continue to build their understanding when we begin our formal instruction of Geometry and Spatial Sense in February.

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Literacy Continuum Inferring:
We are wondering how much practise the students will need beforehand they are ready to infer from reading passages.

Math Spatial Reasoning:
We wonder if students will feel like they have more strategies to tackle a problem or activity.

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Literacy- We will know that students are successful when they can select a meaningful topic, write using a strong voice and include only relevant details. As well as adding enough information so the readers gets the bigger picture.
Math- When they are able to explain their thinking through their work, and through our observations.

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LA (Shared Reading)- Shared Readding is a valuable tool in building capacity for shared reading.
Math (Spatial Reasoning)-patterning, rotations, hands on exploring opportunities, geometry

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Literacy - Many of the students' difficulties stem from underdeveloped vocabularies. Changing the voice of their writing is largely dependent on the selection of rich words that convey more complex thoughts and emotions---like how "A white-hot ember of fury built up inside me, and exploded in a nuclear blast of pent-up rage" is more expressive than "I got mad."
Numeracy - The students are naturally inquisitive and many already possess strong spatial reasoning abilities---particularly those who regularly play video games. The "gamers" in the class---especially those who play co-operative games that require communication between team members---are much better at communicating their thinking with their classmates, which makes sense, given the amount of practice they get.

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LA (Shared Reading)- We know shared reading is wonderful, but how can we incorporate and connect shared reading to other curriculum areas.
Math (Spatial Reasoning)-will online activities at early ages help develop these skills (like playing Minecraft)

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Literacy Continuum Inferring:
We would see evidence of learning by providing a task to determine their ability to  use clues and to give proof from a text.

Math Spatial Reasoning:
We would see evidence of learning if students are able to explain their strategy to a peer.

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LA (Shared Reading)- We will see improvements in their reading and academic vocabulary
Math (Spatial Reasoning)-We will see improved problem solving skills, improved literacy and more detailed representations.

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Literacy - Will the students retain any of the knowledge they've gained this year? Or will they have to start all over again in grade six?
Numeracy - Will the students retain any of the knowledge they've gained this year? Or will they have to start all over again in grade six?

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Literacy - The students are building a portfolio of writing samples from a variety of genres. They will revisit some of their earlier pieces later on in the year in order to make improvements to their voice.
Numeracy - When formal teaching starts, we will see if the students can make the connection between the G&SS curriculum and the games we've been playing, and whether or not they can use the language that they have acquired in playful contexts in a more formal math-class setting.

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N - Students are composing with a wider variety of music elements.  They are also spontaneously creating their own informal compositions.
L - They are more confident in reading music notation and better prepared to write their own compositions.

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N - Some students that don’t respond well in larger groups are very creative when in smaller situations.
L - Practise, practise and more practise.

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N - Can I get students composing in smaller groups through the colour rotations?
L - Will they continue to gain more confidence when practising skills in smaller group setting?

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N & L - Students performing their own compositions.

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Kindergarten                           Numeracy                                If we provide meaningful learning provocations that encourage the students to explore a variety of manipulatives and loose parts, then our students will be able show  and explain the location and movements of objects in space. Such activities, will encourage the students to use vocabulary that explains location such as “above/below”, “in/out”, “forward/backward”.

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Kindergarten                           Numeracy                                If we provide meaningful learning provocations that encourage the students to explore a variety of manipulatives and loose parts, then our students will be able show  and explain the location and movements of objects in space. Such activities, will encourage the students to use vocabulary that explains location such as “above/below”, “in/out”, “forward/backward”.

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The students are still working in the process of spatial reasoning.  A few of them have mastered the thinking process and and the language associated with the spatial reasoning.  Several building, puzzle, mapping activities are being introduced to the students.
The educators are modeling the language by using words such as “up/down, “in/out, forward/backward”, above/below”.

Literacy
Making Connections
If we model interactive read-alouds (fiction and nonfiction)  with a focus on text to self connections using the vocabulary, "this reminds me of..." then students will be able to use personal experiences and vocabulary from the text to orally communicate a text to self connection.  For example after reading a read-a-loud on farming,  a student who is building a farm with blocks might talk about a farming personal experience.
The kindergarten educators are continuing to introduce common understanding concepts with the students and helping them make connections with the student’s personal experiences.

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Numeracy                                      The students are working on learning the language that relates to spatial reasoning.  Through  teacher modeling they are starting to understand location vocabulary and are connecting that language with their learning experiences, I.e. "The cube is under the table."  "The marble is in the tube.", etc.

Literacy
Making Connections
The students are starting to use the modeled language and demonstrating an understanding of the concept.  The students are using sentence starters like: "This reminds me of..." when connecting the learning provocations to them introduced in the classroom with their personal experiences.

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Numeracy                                     We wonder if the students will be able to retain the information about spatial reasoning, if that learning is constantly connected to their inquiry experiences?

Literacy
Making Connections
We wonder if by providing the students with more time, they will be able to use the acquired language at home as well?

We wonder if by helping the students learn the language they will be able to make connections between different learning experiences?

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The educators will continue to model the language, and have conversations about the student’s work and encourage them to use the language related to spatial reasoning.  The evidence of the learning will be determined through pedagogical documentation as well as the anecdodal observation of the students while engaged in their learning experienced.  We will be listening the students for the use of the language related to spatial reasoning and reinforce that language.

Literacy
Making Connections
We will be able to determine the students understanding of making connections concept, when we hear them using the language to explain connections between their personal experiences with the learning at school.