Letter regarding a musical instrument that your child will make at school
Varsity Acres, January 7, 2019
Dear Parents,
Part of our Science unit on Hearing and Sound is to construct and evaluate different kinds of sound-amplifying devices. On Tuesday, January 15, the students will make an instrument in class using recycled material and classroom supplies. The instrument can be plucked (strings), blown or hit (percussions). The students must be able to change the pitch (high or low) and amplification (loud and soft volume). The process of designing and building an instrument will reinforce deeper understanding of the sound concepts taught in our sound unit.
I have already mentioned this project to the students and they know that their instrument will be made of recycled material. I would greatly appreciate if you could help your child think of ideas and gather common household items (i.e. empty boxes, containers, bottles or cans, cardboard, toilet and paper rolls, plastic tubes, aluminum plates, plastic spoons and lids, egg cartons, fabric, rice, beans, wrapping paper). The classroom material will include elastics (different length and width), string, wool, liquid and hot glue, masking tape, aluminum, wax and tissue paper, recycled paper, beads, paint, markers and colouring pencils. If you want to get ideas, you can check on-line for instruments some kids made.
While planning and creating their instrument, the students will be expected to think of the following criteria:
Thank you for your cooperation. If you have any questions, please do not hesitate to send me an email.
Best regards,
Mme Pelleau
Letter regarding in class presentations: l'étoile du jour
This year the students will take turn being the Étoile du jour/ Star of the Day. What does it mean? It means that each week one student will do an “all about me” presentation. The presentation will be in French and it can be in the form of a slide show, a poster and/or a display of photos, books, medals, personal objects, etc.
During the presentation the students can talk about:
Please note that this is a list of suggestions. Your child does not have to talk and present all of the items. It will depend on what you have at home and what your child feels comfortable talking about.
On Friday, we did a draw to find out the order of the presentations. On Monday, I will give your child a date (written on a card) for his or her presentation. Please look for it in the blue plastic envelope in your child’s backpack.
The grade 3 team now has 2 dates for which we will need volunteers:
For details, please check the volunteer website I have created and sign up if you are available: www.volunteersignup.org/3WMFJ
If you have questions, please do not hesitate to email me at [email protected]
Mme Pelleau
Varsity Acres, January 7, 2019
Dear Parents,
Part of our Science unit on Hearing and Sound is to construct and evaluate different kinds of sound-amplifying devices. On Tuesday, January 15, the students will make an instrument in class using recycled material and classroom supplies. The instrument can be plucked (strings), blown or hit (percussions). The students must be able to change the pitch (high or low) and amplification (loud and soft volume). The process of designing and building an instrument will reinforce deeper understanding of the sound concepts taught in our sound unit.
I have already mentioned this project to the students and they know that their instrument will be made of recycled material. I would greatly appreciate if you could help your child think of ideas and gather common household items (i.e. empty boxes, containers, bottles or cans, cardboard, toilet and paper rolls, plastic tubes, aluminum plates, plastic spoons and lids, egg cartons, fabric, rice, beans, wrapping paper). The classroom material will include elastics (different length and width), string, wool, liquid and hot glue, masking tape, aluminum, wax and tissue paper, recycled paper, beads, paint, markers and colouring pencils. If you want to get ideas, you can check on-line for instruments some kids made.
While planning and creating their instrument, the students will be expected to think of the following criteria:
- How can I make musical sound?
- How can I change the pitch?
- How can I amplify the sound?
- What can I do to give my instrument a pleasant appearance?
Thank you for your cooperation. If you have any questions, please do not hesitate to send me an email.
Best regards,
Mme Pelleau
Letter regarding in class presentations: l'étoile du jour
- Presentations in class
This year the students will take turn being the Étoile du jour/ Star of the Day. What does it mean? It means that each week one student will do an “all about me” presentation. The presentation will be in French and it can be in the form of a slide show, a poster and/or a display of photos, books, medals, personal objects, etc.
During the presentation the students can talk about:
- their family (including pet(s) if applicable)
- their favourite activities
- their achievements (medals, trophies, etc.)
- their interests (indoors, outdoors)
- their favourite book(s), author(s), book series(s)
- their favourite colour, time of the year, aninal(s), musical band(s), song(s), movie(s)
- places where they have travelled to
Please note that this is a list of suggestions. Your child does not have to talk and present all of the items. It will depend on what you have at home and what your child feels comfortable talking about.
On Friday, we did a draw to find out the order of the presentations. On Monday, I will give your child a date (written on a card) for his or her presentation. Please look for it in the blue plastic envelope in your child’s backpack.
- Volunteers needed
The grade 3 team now has 2 dates for which we will need volunteers:
- Wednesday, October 24: walking fied trip to Bowmont Park
- Thursday, November 29: felting workshop in the classroom
For details, please check the volunteer website I have created and sign up if you are available: www.volunteersignup.org/3WMFJ
If you have questions, please do not hesitate to email me at [email protected]
Mme Pelleau
Home Reading in French and in English
September 18, 2018
Dear Parents,
Today students from room 10 went to the library for the first time this year. Grade 3 students are allowed to borrow two books in French and one in English at any given time. I do not assign a specific day for students to exchange library books. It means that when your child has finished reading the borrowed books, he/she can go the library and exchange them during our classroom reading time. I will do my best to remind students to bring books back from home and go to the library. I will also try as often as possible to check what your child has borrowed to verify if the books are at his/her reading level. We have practiced how to choose a “right fit” book and will continue to do so over the next few weeks. However, please write me a note if you find that your child needs support choosing books at his/her level to practice at home.
The Home Reading Program consists of alternating between French and English. Grade three students should be reading for at least 15 minutes 5 times per week. I encourage you to listen to your child read out loud to verify fluency and accuracy. In order to verify comprehension, I would appreciate if you could also ask questions. Use the sample questions included in your child’s Home Reading duo-tang.
Please note that I will discuss the Home Reading Program with you during parent-teacher conferences. My intention is to tailor the program to your child’s needs.
Thank you very much for your support and cooperation. As always, if you have any questions or concerns, please do not hesitate to contact me at [email protected].
Have fun reading with your child!
Sincerely,
Mme Pelleau
Examples of questions for rich discussion
before, during and after reading sessions
INFERRING
SUMMARIZING
SYNTHESIZING
ANALYZING
CRITIQUING
Above information paraphrased from guiding Readers and Writers by Fountas and Pinnell, What Really Matters for Struggling Readers by Allington, and Mosaic of Thought by Keene and Zimmerman.
Parent-Teacher Conference Questions
Please find below a list of questions that we will discuss during the parent-teacher conferences on either Thursday, September 20th or Friday, September 21th.
When was your child’s last vision and hearing tests?
How does your child feel about school so far this year?
Describe any areas (academically or socially) needing extra support that you feel your child’s teacher should be aware of?
What are your child’s special strengths, talents, and interests?
How would you describe your child with respect to social characteristics? (level of independence, ability to adjust to change, shyness, assertiveness, etc.)
Are there any special family circumstances that might affect your child’s performance at school?
How does your child feel about trying new things or making mistakes?
What other information should Mme Pelleau know about your child?
What do you think of our classroom Weebly where the agenda is posted? Do you check it every day?
September 18, 2018
Dear Parents,
Today students from room 10 went to the library for the first time this year. Grade 3 students are allowed to borrow two books in French and one in English at any given time. I do not assign a specific day for students to exchange library books. It means that when your child has finished reading the borrowed books, he/she can go the library and exchange them during our classroom reading time. I will do my best to remind students to bring books back from home and go to the library. I will also try as often as possible to check what your child has borrowed to verify if the books are at his/her reading level. We have practiced how to choose a “right fit” book and will continue to do so over the next few weeks. However, please write me a note if you find that your child needs support choosing books at his/her level to practice at home.
The Home Reading Program consists of alternating between French and English. Grade three students should be reading for at least 15 minutes 5 times per week. I encourage you to listen to your child read out loud to verify fluency and accuracy. In order to verify comprehension, I would appreciate if you could also ask questions. Use the sample questions included in your child’s Home Reading duo-tang.
Please note that I will discuss the Home Reading Program with you during parent-teacher conferences. My intention is to tailor the program to your child’s needs.
Thank you very much for your support and cooperation. As always, if you have any questions or concerns, please do not hesitate to contact me at [email protected].
Have fun reading with your child!
Sincerely,
Mme Pelleau
Examples of questions for rich discussion
before, during and after reading sessions
INFERRING
- (for a narrative text) Can you predict what is about to happen next? Why did you make that prediction? Can you point to something in the book that helped you to make that prediction? OR What do you already know that helped you make that prediction?
- Why did (the character) do that?
- What did the author mean by ____________________?
- (Character name) must be feeling ____________. Are there clues that help us to know that?
- What’s going to happen next?
- What must have taken place before _______________? Is there
- What do you think that (character) meant by __________? ... felt about __________? ... thought about ______________? ... will do about ________?
SUMMARIZING
- In general, what is this story about?
- What is the problem to be solved in this story? Is there a solution?
- What has happened so far?
- Who did what? What makes you think so?
- What do you wonder about after reading so far?
- What is the most important point in this story or passage?
SYNTHESIZING
- Is there anything you understand in a new way from reading this story?
- What ideas (or concepts, of feelings) are most interesting to you? Why?
- Does (a historical event or personal experience) make more sense after reading this?
- What is something that you understand better after reading this? What is confusing about this story or event?
- What picture comes to your mind when thinking about how (character) ________?
- What are the reasons that _______________happened?
- Does this book make you think of anything that has happened to you? Does this story remind you of anything else you have read?
ANALYZING
- What things would make everyone like this book? Describe the writing style of this author.
- The author makes you feel as if you were there by _____________.
- What are some examples of rich, colorful, or great language that makes this a good passage to read?
- What are the critical points in the plot? How doe4s the story unfold?
CRITIQUING
- Would people in your life act this way?
- What is unbelievable about this text?
- Should other kids read this? Why or why not?
- What makes this (book, story, biography) authentic or real?
- What important information is missing?
- What would have made this story more interesting to read?
- What parts of the story show the attitude of the author?
- What are the words or phrases that you really liked? That made you feel?
Above information paraphrased from guiding Readers and Writers by Fountas and Pinnell, What Really Matters for Struggling Readers by Allington, and Mosaic of Thought by Keene and Zimmerman.
Parent-Teacher Conference Questions
Please find below a list of questions that we will discuss during the parent-teacher conferences on either Thursday, September 20th or Friday, September 21th.
When was your child’s last vision and hearing tests?
How does your child feel about school so far this year?
Describe any areas (academically or socially) needing extra support that you feel your child’s teacher should be aware of?
What are your child’s special strengths, talents, and interests?
How would you describe your child with respect to social characteristics? (level of independence, ability to adjust to change, shyness, assertiveness, etc.)
Are there any special family circumstances that might affect your child’s performance at school?
How does your child feel about trying new things or making mistakes?
What other information should Mme Pelleau know about your child?
What do you think of our classroom Weebly where the agenda is posted? Do you check it every day?