Thursday, December 22, 2016

FYI - We will resume Dictée in 2017! Enjoy your holidays!

Merci tout le monde pour le support et l'energie.  On va continuer avec les dictées dans la nouvelle année!  Thanks for all your support and awesome energy for Salle 23.  We will resume Dictée in 2017!

Thursday, December 15, 2016

Dictée 15 - les prépositions

1) sur
2) dans
3) avec
4) contre
5) sans
6) au
7) autour
8) à
9) après
10) sous
11) ou
12) et
13) mais
14) parce que
15) à côté
16) devant
17) puis
18) de
19) avant
20) derrière

Friday, December 9, 2016

Salle 23's Holiday Party celebration - Friday Dec 16th

FYI - we are having our class party on Dec 16th. 

Here is the food list  - please make sure all treats are nut-free and halal:

Seggie - cookies
Lexie - Banana cake
Kadie - chips or cupcakes
Erika - candy
Kaiden - Lays chips
Alex - cookies
Jolie - brittle
Molly-chips (maybe)
Matthew- rice krispy squares
Sumaiya- cupcakes (maybe)
Yusuf-candy canes
Zoë- fruit
Anuva- candy canes
Mahdia- TBD
Cyrus- rice krispies (maybe)
Isabel - TBD
Liam - TBD

Wednesday, December 7, 2016

Dictée 14 - Revue

1) Je mange
2) Tu manges
3) Il mange
4) Nous mangeons
5) Elles mangent
6) Vous mangez
7) ennuyé (m.)
8) gentille (f.) 
9) fâché (m.)
10) contents (m.pl.)
11) excitée (f.)
12) effrayée (f.) = scared
13) de la pomme
14) de la crème glacée = some ice cream
15) du fromage = some cheese
16) heureuse (f.)
17) l'adjectif = adjective
18) le verbe = verb
19) méchant (m.)
20) triste (m.)

Please remember to copy: (m.) = masculine; (f.) = feminine; (pl.) = pluriel

Thursday, December 1, 2016

Mon Repas Favori - Mini-dialogue presentation on Monday Dec 5th

Salut! Please remember to finish writing and memorizing your 10 lines for your mini-dialogue for Monday.

Bon Weekend!

Mme :)

Dictée 13 - les aliments

1) les noix
2) les fèves
3) l'arachide
4) le soja
5) les lentilles
6) le houmous
7) le cajou
8) la pacane
9) le tofu
10) l'amande
11) le haricot
12) la dinde
13) la crevette
14) le porc
15) les fruits de mer
16) le boeuf
17) une moule
18) les produits laitiers
19) l'agneau
20) le beurre d'arachide

TUSC - Greenhouse trip - Thank you parents!! We found one more parent :)

FYI - a big thanks to: Will's mom, Seggie's mom and Molly's dad who are able to help us on the afternoon of Dec 6th.   Please note, we will be having lunch in our classroom at 11:30 and then promptly leaving at 12 noon.

TUSC Greenhouse Trip - Tue Dec 6th!! Bring permission forms in !!

FYI - we need trip forms and $3 from the following students by Monday!!

Missing forms from: Tawhida/Seggie/Anuva/Will/Matthew/Nevin/ Dastaan/Sumaiya

Monday, November 28, 2016

Patterning Math Test - Thurs. Dec 1st, 2016

Gr 4 - Focus on number patterns that involve finding the next three terms, number patterns on grids, word problems from class

Gr 5 - pattern rules, input/output, word problems

Saturday, November 26, 2016

Dictée 12 - Les boissons

1) le lait
2) le café
3) le jus
4) le chocolat chaud
5) le thé
6) une tisane
7) l'eau
8) le soda
9) le vin
10) la bière
11) une limonade
12) le jus d'orange
13) le jus de pomme
14) le jus de raisin
15) le cidre
16) le lait fouetté
17) le lait au chocolat
18) l'eau du robinet
19) une boisson gazeuse
20) le thé glacé

Wednesday, November 16, 2016

Dictée 11 - La nourriture

1) le miel
2) la confiture
3) la viande
4) le gâteau
5) les pâtes
6) le ragoût
7) le biscuit
8) le hamburger
9) le riz
10) le pain
11) une tarts aux pommes
12) le yogourt
13) la crème glacée
14) l'oeuf
15) des crudités
16) les spaghettis
17)  des légumes
18) le homard
19) le poulet
20) une omelette

Monday, November 14, 2016

Nov 28th - Choir Trip update

Thanks for the parents that will accompany us on this trip!

We have Dastaan's dad, Will's mom, Anuva's mom and Jolie's mom joining us = MERCI BEAUCOUP!!

We will leave at 11 am, so please make sure to check in and be in Room 23 by 11am :)

Merci!

Mme

Friday, November 11, 2016

Mon Nov 14 - Whole Numbers Math Test - Gr 4 & 5

Please review place value, adding and subtracting for our math test on Monday.
Merci!

Wednesday, November 9, 2016

Dictée 10 - Les animaux

1) le loup
2) l'éléphant
3) la girafe
4) le renard
5) le chameau
6) le kangourou
7) le dauphin
8) l'alligator
9) le lion
10) le zèbre
11) le koala
12) le panda
13) le requin
14) l'ours =
15) la chauve-souris
16) le canard
17) l'agneau
18) la vache
19) le cheval
20) le pengouin

Interview Schedule - Thurs Nov 17th & Fri Nov 18th

FYI - this is what the schedule is so far...my apologies if you did not get the timeslot that you wanted. Please let me know if we need to re-schedule.

Merci!

Thursday Nov 17th:

3:30-3:45pm     Liam
3:45 pm- 4pm   Lexie
4:00-4:15pm     Shania
4:15-4:30 pm    Alexander
4:45-5pm          Will
5 - 5:15 pm       Dastaan
5:15- 5:30 pm   Erika
5:30-5:45 pm    Yusuf
5:45-6 pm         Ruqayyah
6-6:15 pm         Maya
6:15-6:30 pm    Sumaiya
6:30-6:45 pm    Kaiden
6:45-7pm          Raafah
7-7:15 pm         Kadie
7:15-7:30pm     Zoe


Friday Nov 18th:

8-8:15am       Isabel
8:15-8:30am  Seggie
8:30-8:45       Rhea
8:45-9am       Jolie
9-9:15am       Molly
9:15-9:30am  Cyrus
9:30-9:45am  Aidan
9:45-10 am    Matthew

Interview Schedule - Thurs Nov 17th & Fri Nov 18th

FYI - this is what the schedule is so far...my apologies if you did not get the timeslot that you wanted. Please let me know if we need to re-schedule.

Merci!

Thursday Nov 17th:

3:45 pm- 4pm   Lexie
5 - 5:15 pm       Dastaan
5:15- 5:30 pm   Erika
5:30-5:45 pm    Yusuf
5:45-6 pm         Ruqayyah
6-6:15 pm         Maya
6:15-6:30 pm    Sumaiya
6:30-6:45 pm    Kaiden
6:45-7pm          Raafah
7-7:15 pm         Kadie
7:15-7:30pm     Zoe


Friday Nov 18th:

8:30-9 am      Alexander
8:45-9am       Jolie
9-9:15am       Molly
9:15-9:30am  Cyrus
9:30-9:45am  Aidan
9:45-10am     Matthew

Tuesday, November 8, 2016

November Science Presentation Dates for Diorama/Ecosystem project

Nov 9th - Yusuf & Sarthak
Nov 24th - Tawhida
Nov 24th- Erika...correction Dec 17th!
Nov 25th - Rhea
Nov 25th - Kadie
Nov 30th - Molly

Thursday, November 3, 2016

Dictée 9 - Les Légumes

une carotte
des champignons
une concombre
le poivron
une tomate
le maïs
une laitue
une betterave
le brocoli
le petit-pois
du céleri
des radis
les haricots
une pomme de terre
un oignon
une citrouille
le panais
une patate douce
le chou
des asperges

Wednesday, November 2, 2016

Parent Teacher interviews - Thurs Nov 17th (evening) & Friday Nov 18th (AM only)

Salut! It is that time of year - Parent/Teacher Interviews!  I will be sending home interview forms next week to schedule interviews on Thurs Nov 17 (3:30-7:30 pm) and Fri Nov 18 (8:30-11:30).  Please let me know if you have a preference for another date or time, otherwise I will be looking forward to seeing you  Thursday evening or Friday morning ;) 

Merci,
Mme Jim

Monday, October 31, 2016

Pape Library Visits - Nov 29th and Dec 21st

FYI - We will be visiting Pape Library and the French Librarian on Nov 29th (Tues) and Dec 21st (Wed). Please make sure your child is wearing appropriate clothing and shoes for walking to Pape Library on those dates. 

Merci :) Mme Jim

Choir Trip to Ontario Legistlature Nov 28th

FYI - from Ms Levy:
 
Ontario school choirs are invited to perform at the Legislative Assembly of Ontario's Holiday Concert Program on the Grand Staircase. After the performance, they will also take the students on a tour of the legislative buildings if we wish. I would like to apply to bring the Junior Choir to perform at this.
Who: Rooms 23, 25, 26
When: Monday, November 28 (Day 2) Arrive by11:45 and leave by1:30)
Where: Ontario Legislature
What: Choir performance takes place at 12:15-12:45. (And I would hope to take the students on a tour of the buildings after that).
 
 
Parents, if you are able to accompany us please make a note on the trip form! Merci!! Mme Jim
 
 

Wednesday, October 26, 2016

Dictée 8 - Les Fruits

1) la pomme
2) la banane
3) les fraises
4) les framboises
5) les raisins
6) l'ananas
7) la mûre
8) une mangue
9) une poire
10) un citron
11) une pêche
12) une orange
13) des cerises
14) un melon
15) des myrtilles = blueberries
16) un noix de coco = cocnut
17) une pastèque = watermelon
18) une grenade = pomegranate
19) une figue
20) un abricot

Friday, October 21, 2016

Thursday Nov 17th Trip to Pawsitively Pets - Animal Experience

MERCI BEAUCOUP!!! Thanks Rm 23 for volunteering your parents and grandparents!! We have 4 adults coming along with us for Nov 17th!  A big thanks to Lexie's grandparents, Jolie's mom, Seggie's mom and Dastaan's mom/dad.

Merci tout le monde :)

Dictée 7 - Les accessoires

1) les boutons
2) un chapeau
3) le sac à dos
4) le collier
5) une bague
6) une montre
7) le portefeuille
8)  une écharpe
9)  une cravate
10) un bracelet
11) les ceintures
12) les chaussures
13) les chaussettes
14) les lunettes
15) la chemise
16) le gilet
17) le manteau
18) les bottes
19) la robe
20) le pantalon

Sunday, October 16, 2016

Habitats & Communities Science Project Due: Dec 19th, 2016


Salle 23 - Ecosystem Project: BUILD AN ECOSYSTEM

WHO:  La salle 23 :)
WHEN:  Project is due Monday, Dec 19th, 2016 
WHAT:  Students work individually to research and create a habitat diorama or poster at home. Students use the knowledge gained throughout the unit to design the natural habitat for living things. Students demonstrate the interdependence of living things necessary for survival within their habitat display (food web). They present their dioramas/ posters to the class in an oral presentation. 

Students will receive an individual grade on:
1) diorama or poster display 
2) oral presentation
3) reflection paragraph 

HOW:  

medium shoe box, construction paper, play dough, clay, plastic figures, printed pictures, own drawings, etc..
Poster
drawings, paintings, printouts

SHOULD INCLUDE:
  • at least 3-5 producers (plants), labeled
  • at least 3-5 consumers (animals), labeled
        - Primary, Secondary, and Tertiary consumers
  • at least 5 colors realistically representing the plants, animals, and scenery within the habitat
  • the sun
  • Include an explanation of how producers and consumers depend on one another in your  oral presentation 
  • neatly label plants and animals
  • title, your name, date
  • 3 planning sheets: 
- an example of a food chain in your habitat
- the food web representing the living things in your habitat
  • a brief written description of your habitat, location, weather, plants, and animals 
  • Reflection: Each student will write a 2 paragraph reflection on the effects of humans on that habitat and why that particular habitat is endangered.

I, __________________ acknowlege that I have received the science project instructions and will let my parents know that the due date is Monday, Dec 19, 2016.

Student Signature:________________   Date_______________
Parent Signature:  ________________   Date_______________

Friday, October 14, 2016

Dictée 6 - next Wednesday, Oct 19th, 2016

1) voilà = here is
2) mon oeil = my eye
3) mon coude = my elbow
4) ses lèvres = his/her lips
5) ma main = my hand
6) sa tête = his/her head
7) ton coude = your elbow
8) ses joues = her cheeks
9) ses oreilles = her ears
10) mon visage = my face
11) ta bouche = your mouth
12) ton oreille = your ear
13) son bras = his/her arm
14) ses genoux = his/her knees
15) mon oreille = my ear
16) mon genou = my knee
17) ton nez = your nose
18) ton épaule =  your shoulder
19) ses pieds = his/her feet
20) voici =  this is

Thursday, October 6, 2016

Oct 12th Trip - Parent Volunteers MERCI BEAUCOUP!!

FYI - A BIG THANKS to Jolie's mom, Liam's mom, Molly's dad and Kaiden's dad for coming along on Oct 12th to City Hall/Textile Museum !! :)

Dictée 5 - Thurs Oct 13th

La Famille/ Les parties du corp:

mon frère
ma mère
mon chat
mon grand-père
mon chien
moi
ma soeur
l'épaule
mon oiseau
mon poisson
la tête
mon père
la bouche
le nez
les yeux
l'oreille
mes genoux
les pieds
ma grand-mère
le coude

Dictée 5 - Thurs Oct 13th

La Famille/ Les parties du corp:

mon frère
ma mère
mon chat
mon grand-père
mon chien
moi
ma soeur
l'épaule
mon oiseau
mon poisson
la tête
mon père
la bouche
le nez
les yeux
l'oreille
mes genoux
les pieds
ma grand-mère
le coude

Tuesday, September 27, 2016

Great visit to the Legislative Building :) Merci Les Parents :)

FYI - I've sent our next trip form home.  We will be doing a tour of City Hall in the morning, and then a program at Textile Museum of Ontario in the afternoon.

Thursday, September 22, 2016

Speechless Reading Response Questions Due: Dec 23rd , 2016


Please answer each chapter question with a paragraph response.

Ch 1. Do you know anyone like Victoria? Name three characteristics of Victoria.

Ch 2. Jelly wants to win the speech prize but is not sure how to go about it. Have you ever felt like Jelly in school?

Ch 3. Why would Jelly pretend he has a topic for the speech when he doesn’t? Would you do the same thing? Why or why not?

Ch 4. Why is Jelly frustrated by the school rules now that he is in Gr 6?

Ch 5. Victoria is actually quite mean-spirited. How is it that everyone doesn't see through Victoria?

Ch 6. Jelly’s dad won’t let him play video games, he thinks the games will turn Jelly into an aggressive social outcast. Is there something that you are not allowed to do but all your friends are allowed to do? 

Ch 7. Jelly agrees to help out at the Food Bank with Sam.  Why do Food Banks exist and why do people use them?

Ch 8: Jelly has a hidden talent for throwing his voice for the 'talking bear'. What hidden talent do you have?

Ch 9: Jelly says that the worst thing about giving a speech is feeling everyone's eyes on you while you say it...then mess up even more

Ch 10: Why is Victoria so popular?

Ch 11: Parker tells Jelly to not stare at his notes and to smile when giving his speech? Can you think of any other tips for Jelly when he does his speech?

Ch 12: Do you agree with Jelly's speech about the redeeming qualities of video games?

Ch 13: Jelly pushes Victoria to defend Kayla from Victoria's teasing. What would you have done if you were in Jelly's shoes? Why or why not?

Ch 14: Jelly gets a detention because of Victoria and has to spend recess in the library filing books with Victoria.  Is that an appropriate punishment? Why or why not?

Ch 15: Victoria spreads mean rumours about Jelly cheating on his speech.  He gets in trouble again.  Why do rumours spread so easily? Why is Victoria trying so hard to get Jelly into trouble?

Ch 16: Why is plagiarism such a negative offence in school? What do you think the school should do to prevent it from happening?

Ch 17: Jelly promises to help Henry transfer files from the old file to the new computer program but then ran into problems. Have you ever promised to do something that you could not end up doing?

Ch 18: Jelly finds out that the speech competitors have to write another speech to present for the finals.  Would you continue with the competition if you were Jelly or would you give up? Why or why not?

Ch 19: Jelly finds out his friend PB betrayed him and tricked him into making the student council posters to impress Elsa.  Do you think Jelly was betrayed? Why or why not?

Ch 20: Jelly finds out Henry can't read.  Why would Henry be embarrassed to tell anyone?

Ch 21: Jelly has 2 days to write his speech. Do you think that it was a good choice for Jelly to only have 2 days to write his speech? Why or why not?

Ch 22: Jelly writes a speech about helping at the food bank and finds out that it sounds like a 'Victoria-type' speech. What does it mean to write a speech from the heart? Is it a good idea for Joe to write a speech from his heart? Please explain.

Ch 23: Giving a speech in front of the whole school is the scariest thing that Jelly has ever done in his life. What is the scariest thing that you have done in your life so far?

Ch 24: What does the word 'redundant' mean? What are some synonyms for redundant? How would you use this word?

Ch 25: Joe wins second place, he didn't win his tablet. Would you be happy if you were Joe? Why or why not?

Ch 26: If you could be really good at anything, what would you choose?

Breadwinner Reading Response Questions: Due Dec 23, 2016


Remember to write a paragraph response for each chapter question. Merci!
  1. How long has it been since the mother and children, except for Parvana, have been outside the house? Imagine you were not allowed to leave your home. How do you think you would cope?
  2. When you are reading, what techniques do you use to figure out a word you don’t know (e.g., read ahead and back to see if it is defined; use the glossary; use context)? How does the author give clues to a word’s meaning (e.g., how does “stretched out on a toshak” help a reader understand what a “toshak” is)?
  3. What character strengths has Parvana shown in the novel so far?
  4. “Everybody leans on everybody in this family” (page 48). What does Parvana mean by this? Would you say this is true in your own family? How could you be a better support for family and/or friends?
  5. What are your first impressions of Mrs. Weera? Find two things she says or does that give you a strong sense of her character.
  6. How does Parvana feel when she is out in the market as a boy?
  7. Why do you think the author included the scene with Parvana reading the letter for the Talib?
  8. Nooria says that she had forgotten how good the sun feels on her face. Maryam has to be helped to walk down the stairs. If you were forced to stay indoors, what would you miss most about being outside? Why is it unhealthy to be indoors for so long?
  9. How are Parvana’s and Shauzia’s lives similar? How are they different?
  10. “Kabul has more land mines than flowers,” the father used to say  
  11.        (page 109). Share what you know about land mines.
    11.  Why did Parvana end up telling her family about the bone-digging  
           even though she had said she wouldn’t?
    12. Why did Parvana’s parents disagree about leaving Afghanistan?
    13. Parvana feels both relieved and sulky about not going to Mazar-e-  
           Sharif. Describe a time you have felt that kind of mixed emotion.
    14. Had you predicted that the father would return? Why or why not?
    15. What do Parvana and Shauzia plan to do in twenty years? Do you think   
            this plan will come true? Explain your reasoning.










Paperhouse Questions: Due Dec 23rd, 2016 (Changed from Jan 12th, 2017)




Remember to write a paragraph response for each chapter question. Merci!

    1. Think about a typical day in your life. How would your life be different if you were forced to work to support your family instead of going to school? What if you had to sell garbage, like Safiyah?
    2. Safiyah dreams of learning to read and write. What do you think she’d say to a North American child who grumbles about having to go to school every day?
    3. When Safiyah loses her footing and falls in the pile of garbage, something sharp pokes her in the back. Consider what your family throws away. What sorts of dangers do you suppose would be lurking in the dump?
    4. Do you think Safiyah is rich or poor? Do you feel rich or poor when compared to Safiyah?  Explain using three differences your life is compare to Safiyah’s.
    5. Safiyah’s grandmother is ill, but the girl doesn’t want to take her to the hospital because she knows that people who go there never come home. As you see it, is she right in making this decision on behalf of her grandmother? Please explain.
    6. In the middle of chapter 6, Safiyah recalls one of Cucu’s stories about when Safiyah was a baby. What are some familiar stories from your childhood?
    7. At the end of chapter 6, Safiyah heads back to the dump even though she knows it’s dangerous—and that Cucu has forbidden her to cross paths with Blade again. As you see it, why do children sometimes ignore the advice of their elders? Why does Safiyah do it, in this instance?
    8. Safiyah is surprised when Blade—Rasul—offers to get her some  clean water to drink. As far as she knows, he’s a fearsome gang member, not a friend to children in need. Write or talk about a time when you were surprised by someone who turned out to be different than you expected.
    9. Cucu asks Safiyah to return to Kibera to get her mancala board. Similar to Safiyah’s rope bracelet, the mancala board is the only thing Cucu has left from village life. What is precious to you? What one thing would you take if you had to flee your home and community?
    10. When Safiyah returns home to get Cucu’s mancala board, she is greeted by her new neighbor. She knows many of the people who live in the slum. What is the importance of neighbors? 
    11. Why is being part of a community so important to us?

      11. When Safiyah realizes Pendo has changed the nature of her mural, she becomes angry with her friend and begins to destroy the girl’s work. What would you say to Safiyah right now, if you could?

      12. Despite Rasul’s tendency to look out for Safiyah, people in the community don’t trust him. Even if he hasn’t personally hurt them, they know about the unjust things he has done to others. Discuss how a person’s reputation shapes the way they are seen by other people.

      13. Cucu tells Safiyah friendship is hard. Give an example of a time in your life where you have found this to be true.

      14. In making up with Pendo, Safiyah realizes that words are easy—and that sometimes they make it too easy to hurt a good friend. How have you used words in the wrong way? What’s a good way to avoid doing this again?

      15. Safiyah works on her mural until her eyes and body ache. She loves the work and wants to do an excellent job. What sorts of projects or pastimes do you feel passionate about?

      16.Not only is Safiyah a gift to Cucu and her community, she also possesses  artistic gifts. List five things in your world that you consider to be gifts. Now make a list of five gifts you have.

      17.Safiyah and Cucu used to live in a rural village with a big community. Now they are forced to live in a Nairobi slum, where it’s a struggle to survive. Explain whether you agree or disagree with the statement: “Humans can adapt to anything.”

      18. When Safiyah is being congratulated by her community, the women hug her and pinch her cheeks. This is a cultural ritual that shows approval. What rituals of approval have you found in your culture?

      19. What does Cucu mean when she comments to herself on p. 91: " The people whose faces we cannot see...These are the ones we left behind." Please explain your thoughts.

      20. Why did the media (i.e. local newpaper) become interested in the  
            mural?  Why would it be an interesting story for the paper?

      21. Why does Safiyah feel ashamed about being in the newspaper? How would you be feeling if you were in Safiyah's shoes?

      22. Safiyah is receiving a scholarship to go to school.  She decides she 
            doesn't want to be an artist anymore. Why do you think she  
            changed her mind?  Do you agree or not? Explain your thinking.





    Guided Reading Questions Due Dates

    Remember: Work on answering question per week; write 6 to 8 sentences!

    Breadwinner response questions are due: December 1st, 2016

    Speechless response questions are due: Jan 12th, 2016

    Paperhouse response questions are due: Jan 12th, 2016

    Saturday, September 17, 2016

    Curriculum Night - starting at 5:30 pm on Thursday Sept. 22, 2016


    FYI - for those that will not be able to be at Curriculum Night, below is the plan for this year.

    Please note that Thursday will be an "open house" format, please come and go as you need :)  

    Merci! 

    Curriculum Plan

    Grade 4/5 Extended French
    Wilkinson P.S.

    Salle 23



    Dear Parents,

    This guide is an outline of the program for our class this year.  The program reflects Ministry of Education guidelines and includes the new changes to the social studies curriculum.

    I hope that this guide encourages your family to plan outings or select book topics that extend the learning for your child at home. It is my firm belief that families that “play together, stay together”. I look forward to being a part of your child’s learning team :) 

    If there any questions or concerns please feel free to contact me via email or send a note via your child’s agenda.


    Mme Jim
    susan.jim@tdsb.on.ca





    Subject Area
    Reporting Term 1
    Reporting Term 2
    Language:
    Writing
    Writing Forms: Explanatory and Narrative 
    Word Study: use of dictionary, thesaurus, commonly misspelled words, root words, intro to word wall.
    Parts of Speech: nouns, pronoun, and verbs 
    Style and Structure: Writing workshop- developing ideas (power writing), journal responses , letter writing, growing sentences, developing and organizing paragraphs, dialogue and elements of scripts/ skits 
    Writing Process: pre-writing, drafting, proofreading (developing ideas, organization, conventions).
    Writing Forms: Descriptive 
    Word Study: solving unknown words, content words, prefix-suffixes 
    Parts of Speech: adverbs, adjectives, conjunctions 
    Style and Structure: Writing Workshop: sentence fluency, point of view, short stories, summaries, dot jots/note taking, supporting information in non-fiction text/research, bibliography, poetry, cursive. Writing Process: editing, revising, publishing (voice, word choice, sentence fluency, presentation)
    Language: Reading
    DRA, CASI and levelled texts. Introduction to Reader’s Workshop: read aloud, choral and shared reading,. DEAR, reading records, reading from different genres, just right books, reading responses, determining important ideas/events in fiction texts, introduction to use of text features in non- fiction texts, and Guided Reading 
    Reading Comprehension Strategies: purpose for reading/activating prior knowledge, predicting visualizing, and questioning Texts and Genres: non-fiction texts: table contents, simple headings, glossary, dictionary, thesaurus, atlas. Informational Texts (reports, essays, graphic and media texts), textbooks, online databases
    DRA / CASI
    Readers Workshop: independent reading, DEAR, Reading Responses, Extending and supporting responses, opinions/ideas with proof from text, summarizing, reading for research in non-fiction texts (use of text features, note taking, research, finding important and supporting facts in texts), and Guided Reading. Guided and Independent Literacy Circle Roles  
    Reading Comprehension Strategies: drawing inferences, finding important information, connections, summarizing/synthesizing, and evaluating Texts and Genres: fiction and short stories, including Literacy in Action (Understanding elements of stories- character, setting, plot) -Realistic Fiction, and Poetry
    Language: Oral Communication
    Cooperative group skills and effective listening and speaking strategies including clarity, coherence, vocal skills(pace/volume) -use of simple visual aids.
    Communicating Skills -appropriate language, vocal skills, use of voice, body language, and organization to enhance message- Emphasis on book talks, presentations.
    Use of visual aids to enhance presentations.


    Math
    Gr 4 Number Sense and Numeration
    read, represent, compare, and order whole numbers to 10 000, decimal numbers to tenths, and simple fractions, and represent money amounts to $100

    Gr 5 Number Sense and Numeration: Multiply 3 digit numbers by 1- digit, understand place value in numbers from 0.01 to 100 000, expanded, written form, comparing numbers to 10 000, multiplication/ division.
    Gr 4 Number Sense and Numeration
    solve problems involving the addition, subtraction, multiplication, and division of single- and multi-digit whole numbers, and involving the addition and subtraction of decimal numbers to tenths and money amounts, using a variety of strategies

    Gr 5 Number Sense and Numeration: 
    develop an understanding of hundredths, addition and subtraction of decimal numbers to hundredths, representing money amounts to $1000.

    compare and order fractions, demonstrate and explain equivalent relationship between fractions and decimals.

    Gr 4 Patterning and Algebra
    demonstrate an understanding of equality between pairs of expressions, using addition, subtraction, and multiplication

    Gr 5 Patterning and Algebra: create, identify, and extend numeric and geometric patterns; determine growing, shrinking, and repeating patterns.
    Gr 4 Patterning and Algebra
    describe, extend, and create a variety of numeric and geometric patterns, make predictions related to the patterns, and investigate repeating patterns involving reflections;

    Gr 5 Patterning and Algebra: demonstrate understanding of variables in equations

    Gr 4 Geometry:
    identify quadrilaterals and three-dimensional figures and classify them by their geometric properties, and compare various angles to benchmarks

    construct three-dimensional figures, using two-dimensional shapes

    Gr 5 Geometry: identify and classify polygons according to their properties; identify, measure and construct angles and triangles; construct prisms and pyramids from nets.
    Gr 4 Geometry:
    identify and describe the location of an object, using a grid map, and reflect two-dimensional shapes.

    Gr 5 Geometry: location of objects using cardinal direction and translate shapes

    Gr 4 Measurement:
    estimate, measure, and record length, perimeter, area, mass, capacity, volume, and elapsed time, using a 
    variety of strategies

    Gr 5 Measurement: telling time to the nearest second, elapsed time, measure and record temperatures.
    Gr 4 Measurement:
    determine the relationships among units and measurable attributes, including the area and perimeter of rectangles.


    Gr 5 Measurement: measure length, width, distance and perimeter; determine area of rectangles; measure mass, capacity and volume.

    Gr 4 Data Management: collect and organize discrete primary data and display the data using charts and graphs, including stem-and-leaf plots and double bar graphs

    read, describe, and interpret primary data and secondary data presented in charts and graphs, including stem-and-leaf plots and double bar graphs

    Gr 5 Data Management: collecting, organizing, drawing conclusions from data, creating and analyzing surveys, calculate mean for set of data, compare two sets of data.
    Gr 4 Data Management:
    predict the results of a simple probability experiment, then conduct the experiment and compare the prediction to the results.

    Gr 5 Data Management and Probability: determine and represent all possible outcomes of simple probability experiments; represent, using fractions, the probability of an outcome.
    Science and Technology
    Gr 4 Life Systems - Habitats and Communities - analyse the effects of human activities on habitats and communities

    Gr 5 Understanding Earth and Space Systems: Conservation of Energy and Resources


    Gr 4 Earth and Space Systems
    investigate, test, and compare the physical properties of rocks and minerals
    demonstrate an understanding of the physical properties of rocks and minerals

    Gr 5 Understanding Matter and Energy: Properties of and Changes in Matter



    Gr 4 Matter and Energy - Light and Sound: investigate the characteristics and properties of light and sound

    Gr 4 Structures and Mechanisms
    demonstrate an understanding of the basic principles and functions of pulley systems and gear systems.

    Gr 5 Understanding Structures and Mechanisms: Forces Acting on Structures and Mechanisms

    Gr 5 Understanding Life Systems: Human Organ Systems
    Social Studies
    Gr 4 Political and Physical Regions of Canada
    identify Canada’s political and physical regions, and describe their main characteristics and some significant activities that take place in them

    Gr 5 The role of government and responsible citizenship
    demonstrate an understanding of the roles and key responsibilities of citizens and of the different levels of government in Canada 
    Gr 4 Early Societies, 3000 BCE- 1500 CE: 
    compare key aspects of life in a few early societies (3000 BCE–1500 CE), each from a different region and era and representing a different culture, and describe some key similarities and differences between these early societies and present-day Canadian society

    Gr 5 Heritage and Identity: First Nations and Europeans in New France and Early Canada
    -analyse some key short- and long-term consequences of interactions among and between First Nations and European explorers and settlers in New France prior to 1713 
    Health
    Gr 5 Healthy Living: Healthy Eating  
    Introduction to Substance Use, Addictions, and Related Behaviours
    Gr 5 Substance Use, Addictions, and Related Behaviours identifying the effects of smoking & decision making skills continued
    Gr 5 Growth and Development: describe physical, emotional, and interpersonal changes associated with puberty
    Physical Education
    Active Participation: fair play, participate regularly, safety first. Cross Country running, Cooperative Games, Fitness goal/ pulse check for optimal rate of activity
    Fitness and Cooperative Games Volleyball, indoor floor hockey, bordenball
    Fitness and Cooperative Games 
    Active Participation: fair play, participate regularly, safety rules followed.
    Fitness, Track and Field, soccer, slow-pitch, ultimate frisbee
    Visual Arts
    Elements of Design (Colour, Line, Texture) 
    Introduction to Elements of Design (Shape, Form, Space) and Perspective
    Elements of Design (Shape, Form, Space) and Perspective continued Interpretation and Elements of design used by artists.
    Extended French:
    Oral Communication
    &
    Listening
    Express ideas and opinions using correct pronunciation and appropriate intonation
    Contribute to classroom routines, activities, and group discussions by asking and answering questions, expressing personal opinions, providing relevant information.

    Listen to a variety of spoken texts and media works:  stories, songs, poems, television and radio excerpts, weather reports.
    Respond by answering and asking questions, retelling the story, identifying  key words and expressions, illustrating the events described, identifying the main idea and some supporting details, expressing opinions.

    Extended French: Reading
    Introduction to Reader’s Workshop:
    Reading Comprehension Strategies: Guided Reading groups,
    Style and Structure: Whole class instruction, literature circles and shared reading partners
    Reading responses through oral and brief written responses
    Use research skills (e.g., formulate questions, locate information, clarify their understanding through discussion)

    Demonstrate comprehension of texts read independently (e.g., poems, short stories, electronic print, simple informational texts) by briefly answering oral or written questions on the main idea and some supporting details


    Extended French: Writing
    Writing Forms: Explanatory and Factual
    Word Study: use French-English dictionaries to verify spelling and determine the meaning of unfamiliar vocabulary, use a thesaurus to expand their vocabulary, use appropriate organizers (e.g., table of contents, headings, charts, captions) in their written work
    Parts of Speech: nouns, verbs, direct infinitif form, subject-verb agreement, gender and number, plural forms
    Style and Structure: Directed teaching, journal responses, Writer’s workshop
    Writing Process: Pre-writing, Writing conferences, Peer editing
    Writing Forms: Descriptive 
    Word Study: solving unknown words, content words, finding “mots-amis” 
    Parts of Speech: futur proche, past tense, vous -  as polite form of tu, forms of: de - de la, de l’, des, du
    Style and Structure: Conferencing with the teacher, Writer’s Workshop, 
    Shared Writing
    Writing Process: revise, edit, and proofread their writing, with the teacher’s assistance, focusing on grammar, spelling, punctuation, and conventions of style

    Drama and Dance
    Identify the principles of variety and unity in drama and dance - Create dance pieces using a variety of techniques. Introduction to use of appropriate language, tone, gestures and body movements when speaking in role in a drama.
    Use appropriate language, tone, gestures and body movements when speaking in role in a drama continued. Awareness of audience when writing in role.
    Interpret and communicate the meaning of stories/poems and other materials using a variety of drama and dance techniques.
    Visual Arts
    Creating and Presenting: apply the creative process to produce a variety of two- and three-dimensional art works, using elements, principles, and techniques of visual arts to communicate feelings, ideas, and understandings

    Reflecting, Responding, and Analysing: apply the critical analysis process to communicate feelings, ideas, and understandings in response to a variety of art works and art experiences
    Media Literacy 
    Demonstrate an understanding of a variety of media texts;
    Identify some media forms and explain how the conventions and techniques associated with them are used to create meaning
    Create a variety of media texts for different purposes and audiences, using appropriate forms, conventions, and techniques; Reflect on and identify their strengths as media interpreters and creators, areas for improvement, and the strategies they found most helpful in understanding and creating media texts




    Please note: 

    Music is taught by Ms. Levy.

    Physical and Health is provided by Mr Kasaval.

    Drama/Danse is taught in French with Mme Donald.