WELCOME BACK

1. WELCOME BACK Curriculum Night 2016-2017

2. Curriculum Night Agenda Presentation Schedule Curriculum Homework/Communication Teacher/ parent communication Routines Technolgy Reporting and learning skills Useful websites

3. 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

4. Here is your child’s timetable for this year.

5. 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

6. 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

7. WRITING Term1 • 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

8. WRITING Term2 • Informative text unit: Writing an informative text • Write an interview. • Social studies research about communities between 1780 and 1850: First nations and settlers

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

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

11. 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

12. 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.

13. 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,

14. SOCIALSTUDIES Term 1 Heritage and identity: Communities in Canada, 1780-1850 • 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

15. Term2 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

16. 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…

17. 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.

18. Art • Produces2-3 dimensional works of art • Colour • Line, shape and form. • Space: illusion of depth • Produce a 3D works of art using recyclable materials Line; Halloween; Colour; RememberanceDay; Holiday crafts; Space; Winterscapes; Shape and Form; Valentine's day; Texture; March Break; Spring; Value; Earth Day; Principle of Design: Variety; Mother's Day;

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

20. Assessment Oral Presentation Test Quiz Rubric Conference Etc…

21. 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.

22. 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

23. 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.

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

25. Reporting Reporting periods are: Elementary Progress Report week of November Elementary Provincial Report Card, Report1 February Elementary Provincial Report Card, Report 2 week of June

26. 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.

27. 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.

28. 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

29. 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.

30. 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.

31. 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.

32. Waste free lunch • WASTE-FREE LUNCH TIPS • 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.

33. Thank you!