WELCOME BACK Curriculum Night CURRICULUM NIGHT AGENDA Presentation

WELCOME BACK Curriculum Night

CURRICULUM NIGHT AGENDA Presentation Schedule Curriculum Homework/Communication Teacher/ parent communication Routines Technolgy Reporting and learning skills Useful websites

PRESENTATION Welcome to the Grade 3 French Immersion Presentation. I will be your son or daughter’s homeroom teacher for the remainder of the school year. This school year, I will teach your children the following subject areas: Literacy Social Studies Health and DPA Art Math Gym Music will be taught by Mr. Strut Sciences will be taught by Mme Maceus

HERE IS YOUR CHILD’S TIMETABLE FOR THIS YEAR. FRANKLIN ST. P. S. Gr 3 TIMETABLE 2016 - 2017 PERIOD 1. 8: 15 – 8: 55 Day 1 Literatie Day 2 Day 3 Literatie 40 minutes 1. 8: 55 – 9: 35 Literatie 40 minutes 9: 55 – 10: 25 R 10: 25 – 11: 05 40 minutes 1. 11: 05 – 12: 05 60 minutes 12: 25 – 1: 05 1. 1: 05 – 1: 45 40 minutes 1. 1: 45 – 2: 25 40 minutes 2: 45 Literatie E C Day 4 Day 5 Musique/ Mrs. Strutt Literatie Math Literatie E S Math 50 min Musique /Mrs. Math 60 min Strutt Literatie Education Physique 50 min L Science/ Mme. Maceu s 60 min Etudes sociales 40 min Literatie Math Art Visuel 40 min U S Math 50 min Education Physique 50 min C H Etudes sociales Math 10 min Sante 40 min N Science/ Mme. Maceus Etudes 50 min sociales Etudes sociales Science/ 50 min Mme. Maceus 50 min D I S M I S S A L

FRENCH Reading Term 1 Reading strategies : Making prediction, questioning and making connections Guided reading unit “ Reading process, Novel study”: Reading levelled books and writing a book report. Narrative text unit: reading legends , myth etc

READING Term 2 Reading strategies : Vizualizing, Analyzing, synthesizing , infering Guided reading Comprehension texts Literatures circles: Reading books and sharing with his group Informative texts unit Interview unit: with the use of technology , student will conduct interviews with his peers

WRITING Term 1 Book report: students will read a book in the class and write a book report. During narrative unit: Writing process will be taught. Guided , shared and independent writing of a narrative text

WRITING Term 2 Informative text unit: Writing an informative text Write an interview. Social studies research about communities between 1780 and 1850: First nations and settlers

ORAL Term 1 First nation/ settler inquiryproject Skits in social studies : play as a member of First Nations people/ Settlers Book report presentation.

ORAL Term 2 Research project on working and living in Ontario Literacy circle discussions Informativetext and interview presentation

MATH Progress report cards Number Sense: . Place value, skip counting, Addition, subtraction, Pattern in addition and subtraction. Data Management: Classifying, conduct survey, oragnize data using charts, tables…, Draw conclusion from data, read primary data presented in charts, tables, and graphs. Geometry: Shapes

Term 1: Number Sense: Multiplication , division, Patterns Measurement: time, Temperature, Mass, Capacity Patterning : create a repeating pattern, describe number patterns involving addition, subtraction, multiplication and division, extend repeating, shrinking, and growing number patterns.

TERM 2: Number sense: Fraction, money Measurement: Lengh, perimeter, area Geo : Angles( right angles, compare angles, describe movement from one location to another using grid map, identify flips, slides, and turns. Probability: predict the frequency of the outcome,

SOCIAL STUDIES Term 1 Heritage and identity: Communities in Canada, 17801850 Identify various First Nations and Metis in upper and lower Canada. Identify settler communities in Canada during this period. Aspects of life: First Nations, Metis and settler communities. Similarities and differences in various aspect of everyday life of groups living in Canada between 1780 -1850 : First nations and settlers Roles and challenges Their impact on Canadian identity Factors that helped shape the development of settlements in Canada

TERM 2 Living and working in Ontario describe some major connections between features of the natural environment of a region and the type of land use and/or the type of community that is established in that region describe some major connections between features of the natural environment and the type of employment that is available in a region, with reference to two or more municipal regions in Ontario identify and describe some of the main patterns in population distribution and land use in two or more municipal regions in Ontario, using mapping and globe skills short- and long-term effects on the environment of different types of land use in municipal regions of Ontario demonstrate an understanding that Ontario is divided into different municipal or regional entities identify and describe the main types of employment that are available in two or more municipal regions in Ontario describe major types of land use and how they address human needs

HEALTH/GYM Term 1 - Healthy living: Oral health and the effect of different food choices on oral health Food origins, nutritional value and environmental impact. Local and cultural foods, eating choices -Personal safety Good safety practices, real and fictional violences. Gym: dodge ball, basket-ball, Volley- ball, Floor hockey…

TERM 2 - Substance use & abuse Impact of use of legal/illegal substances , Decision making – substance use / behaviours - Growth and development Healthy relationships , Physical and emotional development, Visible, invisible differences, respect Gym: Floor Hockey, Dance, Skipping, Soccer, badminton, Soccer Baseball, Fitness circuit.

ART Produces 2 -3 dimensional works of art Colour Line, shape and form. Space: illusion of depth Produce a 3 D works of art using recyclable materials Line; Halloween; Colour; Rememberance Day; Holiday crafts; Space; Winterscapes; Shape and Form; Valentine's day; Texture; March Break; Spring; Value; Earth Day; Principle of Design: Variety; Mother's Day;

DRAMA Engage in dramatic play and role play express thoughts, feelings, and ideas about a variety of drama experiences and performances Literacy through drama

ASSESSMENT Oral Presentation Test Quiz Rubric Conference Etc…

HOMEWORK Students should expect to have approximately 30 to 45 minutes of homework per night. However, some students have more homework than others depending on the completion of their daily assignments. Homework will be written on the board and in my website. Reading French in daily basis even when no homework is assigned. Students are expected to complete all homework assignments. Please monitor your child use of his/her agenda. Your signature is encouraged in the agenda. if any part of the homework was not understood, it is the student’s responsibility to approach the teacher. Dates of tests to be given are posted on the board one week before. Please encourage your child to read a French book on daily basis(15 -20 minutes ) to improve his/her literacy skills. Reading book was sent home. Will be checked by the teacher each Monday.

TEACHER/PARENT COMMUNICATION On-going communication will occur via the student agenda, sending a note or calling. , newsletters, my website… Please fell free to contact me if you have any concerns 905 -294 -3562 ext. 211 or email at rachid. elaziz@yrdsb. ca

ROUTINES Students are expected to arrive at school on time and come prepared to begin class once they have entered the classroom. In the mornings, students are expected to remain silent during “Oh Canada” and the morning announcements. At first recess, Students will remain in their classrooms for the first 10 min before proceeding outdoors at 10: 05 am At lunch, students will remain in their classroom for the first 20 min before proceeding outdoors at 12: 25 pm After school, the teacher will dismiss the students after the bell has rung at the end of the day.

LUNCHTIME ROUTINES Students are expected to be seated and eating their lunch. Boomerang lunches please!!!

REPORTING Reporting periods are: 1. Elementary Progress Report week of November 2. Elementary Provincial Report Card, Report 1 February 3. Elementary Provincial Report Card, Report 2 week of June

LEARNING SKILLS Responsibility Fulfils responsibilities and commitments within the learning environment. Completes and submits class work, homework, and assignments according to agreed-upon timelines. Takes responsibility for and manages own behaviour.

LEARNING SKILLS Independent Work Independently monitors, assesses, and revises plans to complete tasks and meet goals. Uses class time appropriately to complete tasks. Follows instructions with minimal supervision.

LEARNING SKILLS Initiative Looks for and acts on new ideas and opportunities for learning. Demonstrates the capacity for innovation and a willingness to take risks. Demonstrates curiosity and interest in learning. Approaches new tasks with a positive attitude. Recognizes and advocates appropriately for the rights of self and others

LEARNING SKILLS Organization Devises and follows a plan and process for completing work and tasks. Establishes priorities and manages time to complete tasks and achieve goals. Identifies, gathers, evaluates, and uses information, technology, and resources to complete tasks.

LEARNING SKILLS Collaboration Accepts various roles and an equitable share of work in a group. Responds positively to the ideas, opinions, values, and traditions of others. Builds healthy peer-to-peer relationships through personal and media-assisted interactions. Works with others to resolve conflicts and build consensus to achieve group goals. Shares information, resources, and expertise, and promotes critical thinking to solve problems and make decisions.

LEARNING SKILLS Self-Regulation Sets own individual goals and monitors progress towards achieving them. Seeks clarification or assistance when needed. Assesses and reflects critically on own strengths, needs, and interests. Identifies learning opportunities, choices, and strategies to meet personal needs and achieve goals. Perseveres and makes an effort when responding to challenges.

WASTE FREE LUNCH WASTE-FREE LUNCH TIPS o Get children to help pack their lunches with healthy foods. • Only pack as much food as your child will eat. • Use a reusable lunch bag/box for carrying a lunch. • Use a refillable bottle for drinks – it’s cheaper and children can save drinks for later. • If you choose to use a single-serving container, please make sure it is recyclable in your child’s school. • Put sandwiches, muffins, etc. in ‘Tupperware’-style containers, instead of plastic bags. Label all containers with your child’s name so they have a better chance of coming home. • Avoid pre-packaged, single-serve portions of snacks. • Put re-usable napkins in your child’s lunch box. • Prepare extra food at dinnertime and use the leftovers for lunches. Minimize the morning rush by packing lunches the night before and refrigerating overnight.

Thank you!