Building independence. Are you ready for the grade one sleepover?

The skills we are developing during the sleepover

Research skills

Formulating questions


Collecting, recording and analyzing data

Thinking Skills

Dialectical thinking



Social skills

Accepting responsibility

Group decision making


Resolving conflict

Self-management skills


Time management

Code of behavior

Informed choices

Communication Skills





Respect, commitment, independence, confidence, cooperation

The children are very excited about the sleepover and have waited very patiently to start the planning process. Today we started the planning process, and there was a surprise! The children are very excited to be sleeping in the ICJC building (next to the gym). We used this last year and being in our own “house” was very exciting to the children.

Your child will need to pack

  • 1 teddy bear or night-time toy
  • I book (optional)
  • pyjamas
  • sleeping bag
  • small pillow
  • toothpaste
  • toothbrush
  • hair brush or comb
  • face cloth
  • wash bag to put wash things in
  • full set of extra clothes
  • Clean underwear
  • flashlight

The children are excited about managing their own belongings and routines, “just like grown-ups!”. It will be easier for the children to look after their belongings if they are clearly labeled. The children should practice packing and unpacking their bags by themselves, several times, so that they know exactly what they have in their bags, where to find everything and how to fit it all in. (Sleeping bags can be particularly tricky.) This will help the children feel a sense of control and independence and will ease anxiety. We talked about how everything has to fit in one overnight bag and the importance of “packing light”. While we have discouraged the children from bringing big suitcases (for space and storage reasons), it is important that the bag is big enough for children to fit  ALL their belongings inside easily.

Sleepover unplugged

We proposed that the sleepover be ‘unplugged’, with no electronic devices, after much debate the children have agreed. They think it will be better for their eyes and then you can play with friends.

The children made their first lists. We came back together and one group read their list. The other groups ticked off  if they had the same item. This was a great tool for working together.

Your child is documenting their learning process on their Seesaw Learning Journal.

We were responsible. Goodbye toadlets!

The children have carefully nurtured the toad spawn. It turned into tadpoles and finally toadlets. The children decided it was time to let them go. The children committed to looking after the toads and researched each  stage of their development and how to look after them. This was an excellent example of seeing the the process of change in a living thing.

They’re Back To Their Habitat – It’s That Time To Say Goodbye! on PhotoPeach

I’m not bossy, I am assertive. I am learning to be a leader.

Jimin came to me and said people told her she was bossy. We discussed this. In fact Jimin was being organized and trying to help people. When we discussed this as a class it became very clear that Jesse (boy) remembered being called bossy in Early Years but most of the girls had many more examples to share. Bossy is often a word used towards girls, but not boys. We want all the children in our class to have a chance to learn to lead. We are reminded that words have an impact on people, and words used about us can start to shape how we perceive ourselves.Having had class discussions about this the children like the word leader best, see their ideas here

When Grade One Define Learning.

Connie is developing a book about the Learning Wall and we wanted the children to develop their own definition of learning.

1P define types of learning:

  • It is something you can already do and you use it to teach yourself something new.
  • People can teach you things, but you have to work out how to use it by yourself.
  • You can learn things by yourself.


Owen: It’s when you don’t know it, then you think, think, think and then you  think… umm maybe it’s so and so.

Masaichi: First you don’t know then you think then you get it.

Erik: You do new things like your brain will grow.

Jimin: Teacher says something is wrong and you think again and again and then you do and the teacher say yes.

Vita: You don’t understand and you say to teacher I don’t understand and then like teacher  says what it mean.

Jesse: First you didn’t know that and then you write it then you know it. You think and then you know it now.

Chloe: When you do something, it is when you don’t normally do it and then you do it it like drawing.

Aoi: You can go to friend and friend says think and then you can learn to remember and your brain will get big.

Laetitia: Is like you the teacher teach you.

Diego: Learning is something new you don’t know. Someone can tell or you can use your fingers. You can figure it out.

Hayato: You don’t know, someone tells you and you know.

Ken: You like someone tells you, but you teach yourself how.

Sophia: You don’t know something, first you think yourself and then you can ask someone.

Mona: First you study and then you know.

Devano: You do something you don’t normally do and you do things you don’t know.


New Learning

 You can learn it by yourself or with people. You can learn from doing things. It is something new.

Ken: Stuff you don’t know and then you can do it.

Vita: You don’t know how to write something and then you write.

Erik: Is the teacher teaches you something new.

Devano: Your friends can teach you new stuff.

Chloe: Sometimes when you make a book.



Is asking questions because you want to know more about what you are thinking about.

Masaichi: You ask can you do it.

Jesse: You go to home and you want to eat and you wonder is there the ice cream.

Owen: My dad showed me a video about NASA, and I wondered how black holes were made.



It is about how we behave towards ourselves, the whole world and the universe.

Sophia It’s when you’re independent

Diego: It’s respecting

Ken: Not just people it is the whole universe

Hayato: It’s like being kind



They are something you can do to help you learn and help you do things.


I was scarred but I tried (this is a kind of learning the children added to the learning wall)

It helps you know you can do it and then you can learn new things.

The Park. Learning Outdoors.

We took the children to see the new flower displays in the park, which were fragrant and beautiful. The children looked with appreciation and respect, but kept asking, when can we run? We were once again reminded of the children’s desire and need to be in open spaces where they can explore, run and play.

Thank you to Connie for the photographs.

Let’s go to the pond!

Jesse’s mum told us the toads had come to the pond and were laying eggs.  When we went two weeks ago there was nothing. We  went to explore.

First we discussed our responsibility for taking living things from their natural environment. Everyone agreed to the commitment needed to look after them… but how do you look after them?


Thank you Connie for the pictures


The children have been researching… we have toads eggs. The children came up with lots of sources of information (thank you to Ms Katy for all the work she did with us in library sessions)

  • Pebblego, Siri, Google, safari, You Tube (internet sources)
  • Books from the library
  • Ask grown ups
  • Ask kids who have looked after toads before

We have been learning about citing our sources if we take information. You can see this if you come to  the class. Thank you to Jimin for writing the title of the book, the author and the page number.

This is a great start to our new Unit of Inquiry, “All living things go through a process of change.”

Check out this weeks weekly round up for more information and video resources.