Math test - Monday Oct. 3rd on Addition (Gr 4 & 5)

Pape Library - Visit French Librarian - Oct 28th from 2-3 pm

FYI - students will have the opportunity to pick French books with the French Librarian on Oct 28, 2016

Dictée 4 - Wed Oct 5th - Les numéros 71 à 90

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.

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  
       (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? 
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

Dictée 3 (les numéros 41 - 60) - Wed Sept 28, 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.

Sept 27th trip to Legislative buildings - Thanks parents for volunteering!

Un grand merci to: Molly's mom, Zoe's mom and Jolie's mom for taking time to come along on our first classroom trip!

Please let me know if an emergency pops up - I can call in a back-up parent ;)

Merci infiniment - without you we cannot make these trips happen!

Mme. :)

Sept 27th trip to Legislative buildings - Thanks parents for volunteering!

Un grand merci to: Molly's mom, Zoe's mom and Jolie's mom for taking time to come along on our first classroom trip!

Please let me know if an emergency pops up - I can call in a back-up parent ;)

Merci infiniment - without you we cannot make these trips happen!

Mme. :)

Sept 21 - Dictée 2 - les numéros 21 à 40

Please note that we will have Dictée every Wed morning. Merci!!

Friday Sept 23, 2016 - Multiplication Test on Timesables 1 to 10

FYI - please practice the multiplication timestables from 1 to 10. We will have a test on Friday Sept 23rd. Merci!!

Sept 19th - visit from Toronto Humane Society - Education co-ordinator "Too many cats" presentation

Sept 28th - Walking excursion to Pape Library to visit French librarian ( 2-3 pm)

Sept 27th - All-day Trip to Queen's Park

Please note that we will leave the school at 8:50 am and return by 2:30pm. Merci!

Dictée 1 on Wed Sept 14th - Les numéros 1 à 20

FYI - Wed Sept 14th, our first dictation on numbers 1 to 20, in random order.

Merci!

Bienvenue à la Salle 23 / Welcome back to school!

Please send the following items to school for your child:

- Wilkinson Agenda ($5 - for purchase ASAP)
- Binder (1& 1/2 inch) for Math / Science / études sociales/ français
- Binder Dividers
- personal pencil sharpener
- pencil crayons
-water bottle for classroom use
-math set (we will be using it for Geometry in Term 2)
-mini-French dictionary (to keep at their desk)

2016-2017 Schedule

	DAY 1	DAY 2	DAY 3	Day 4	DAY 5
Period 1 8:50-9:30	Language	Language	Library Exchange	Music Ms Levy	Gym
Period 2 9:30-10:10	Math	Math	Math	Language	Language
Récréation 10:10 - 10:20
Period 3  10:20-11:00	Math	Math	Danse/Drame Mme Donald	Math	Music Ms Levy
Period 4 11:00-11:30	Gym   Mr Kasaval	Gym MrKasaval	Danse/Drame Mme Donald	Math	Math
Period 5 12:35-1:15	Français	Études Sociales	Études Sociales	Reading         Buddies  (in Rm 14)	Français
Period 6 1:15-1:55	Français	Études Sociales	Études Sociales	Français	Français
Récréation 1:55 - 2:10
Period 7 2:10-2:50	Science/ Études Sociales	Français	Français	Français	Études Sociales
Period 8 2:50-3:20	Science/ Études Sociales	Français	Français	Gym Mr Kasaval	Études Sociales