June Outcomes
French and English Language Arts
In June, we will continue to work on:
- verbal skills: answering in complete sentences, using feminin and masculin of nouns and adjectives correctly, conjugating common verbs correctly in the present and past tense, using être et avoir correctly, using newly learned vocabulary in our daily conversations, self-correcting when necessary
- reading skills: using decoding skills to cut longer and unfamiliar words into syllables, using strategies to make sense of a new text, adding expression, developing fluency, predicting what a text is about, summarizing a text after reading it and answering written and verbal comprehension questions
- writing skills: creating complete and more complex sentences, applying capitalization and punctuation correctly, using strategies to spell, applying the plural of nouns and adjectives correctly, varying sentence beginnings, using adjectives, conjugating common verbs correctly in the present and past tense
Math
During math lessons, students use games, manipulatives, drawings and writing to learn, understand and demonstrate concepts. They either work with partners or by themselves. The students are always encouraged to explore different strategies and to adopt the ones that work best for them.
Statistics and Probability: Data Analysis
Science: Life Cycle of Animals
The overarching question is: What is the impact of human beings on the life of animals?
Specific Learner Expectations
*** Activities planned to further study the environment: study of the butterfly life cycle by observing caterpillars and their metamorphosis, a presentation on falcons by Calgary Wildlife Society as well as a walking field trip to Bowmont Park.
Social Studies: L'Ukraine
May Outcomes
French (new for this month)
English (continuing)
Math
During math lessons, students use games, manipulatives, drawings and writing to learn, understand and demonstrate concepts. They either work with partners or by themselves. The students are always encouraged to explore different strategies and to adopt the ones that work best for them.
Science: Building with a Variety of Materials
Specific Learner Expectations
*** We are planning a presentation by Wildlife Society in June as well as a walking field trip to Bowmont Park to further study the environment.
Social Studies: L'Ukraine
April Outcomes
French (new for this month)
English (continuing)
Math
During math lessons, students use games, manipulatives, drawings and writing to learn, understand and demonstrate concepts. They either work with partners or by themselves. The students are always encouraged to explore different strategies and to adopt the ones that work best for them.
I can relate multiplication to repeated addition.
Science: Building with a Variety of Materials
Specific Learner Expectations
*** We are planning a bridge tour on April 11.
Social Studies: L'Ukraine
During the month of March, grade 3 students will participate in Ukrainian activities: Pysanky, traditional dances, food tasting and art.
French and English Language Arts
In June, we will continue to work on:
- verbal skills: answering in complete sentences, using feminin and masculin of nouns and adjectives correctly, conjugating common verbs correctly in the present and past tense, using être et avoir correctly, using newly learned vocabulary in our daily conversations, self-correcting when necessary
- reading skills: using decoding skills to cut longer and unfamiliar words into syllables, using strategies to make sense of a new text, adding expression, developing fluency, predicting what a text is about, summarizing a text after reading it and answering written and verbal comprehension questions
- writing skills: creating complete and more complex sentences, applying capitalization and punctuation correctly, using strategies to spell, applying the plural of nouns and adjectives correctly, varying sentence beginnings, using adjectives, conjugating common verbs correctly in the present and past tense
Math
During math lessons, students use games, manipulatives, drawings and writing to learn, understand and demonstrate concepts. They either work with partners or by themselves. The students are always encouraged to explore different strategies and to adopt the ones that work best for them.
Statistics and Probability: Data Analysis
- I can use correct math terminology
- I can collect first-hand data and organize it using tally marks, line plots, charts and lists
- I can construct, label and interpret bar graphs to solve problems
- Describe 3-D objects according to the shape of the faces and the number of edges and vertices.
- Sort regular and irregular polygons, including triangles, quadrilaterals , pentagons , hexagons and octagons according to the number of sides. Science: Building with a Variety of Materials
Science: Life Cycle of Animals
The overarching question is: What is the impact of human beings on the life of animals?
Specific Learner Expectations
- I can classify animals and describe their characteristics.
- I can describe various animal habitats and what type of animals live there.
- I can explain why some animals are carnivore, herbivore or omnivore.
- I can explain the life cycle of a butterfly.
- I can explain the role of parents in the life of some animals.
- I can explain how to take care of a pet such as a dog or cat.
- I can explain why and how animals have to adapt to their environment.
- I can give examples of nearly extinct animals and why.
- I can give examples of the impact of human activities on animal life.
*** Activities planned to further study the environment: study of the butterfly life cycle by observing caterpillars and their metamorphosis, a presentation on falcons by Calgary Wildlife Society as well as a walking field trip to Bowmont Park.
Social Studies: L'Ukraine
- I can demonstrate curiosity and confidence in personal ability to explore new concepts.
- I can share my understanding and ask questions during lessons and discussions.
- I can engage in all parts of the task and support the efforts of others.
- I can describe the concept of quality of life based on my experience as a student here in Canada.
- I can make comparison between Tunisia and Canada: the climate, the transportation, education and the schools, the religion, the celebrations, the food, the houses and accommodation.
- I can read, extract and organize information from a non-fiction text.
May Outcomes
French (new for this month)
- I can recognize the following words: un déterminant, un nom, un adjectif, un verbe.
- I can add an "s" to nouns and adjectifs when there is more than one.
- I can add "ent" at the end verbs in the present tense if they are plural.
- I can use the auxiliaries "être" and "avoir" correctly when conjugating verbs in the present and the past tense.
- I can read a text and apply strategies to understand the vocabulary.
- I can extract information from a text to answer comprehension questions (i.e. on animals).
- I can use my knowledge to answer inference questions.
English (continuing)
- I can write a variety of poems.
- I can find synonyms to vary my vocabulary.
- I can generate a list of words that rhyme.
- I can read a text and apply strategies to understand the vocabulary.
- I can extract information from a text to answer comprehension questions (i.e. on animals).
- I can use my knowledge to answer inference questions.
- I can write common contractions correctly (i.e. it's, she's, he's, I'm)
- I can write common homophones correctly (i.e. be and bee, bear and bare, ant and aunt, deer and dear, for and four, he's and his, its and its, there and they're, were and where)
Math
During math lessons, students use games, manipulatives, drawings and writing to learn, understand and demonstrate concepts. They either work with partners or by themselves. The students are always encouraged to explore different strategies and to adopt the ones that work best for them.
- I can relate division to repeated subtraction.
- I can relate multiplication to division and vice versa.
- I can represent and explain division using equal sharing and equal grouping
- I can model multiplication and division using concrete and visual representations and record the process symbolically.
- I can use the terms "le dividende, le diviseur, le quotient" correctly to explain divisions.
- I can explain that a fraction is a part of a whole.
- I can represent fractions of a whole using manipulatives and drawings.
- I can use the following vocabulary: le numérateur, le dénominateur, un entier, un demi, un quart, un tiers, un dixième, en ordre croissant, en ordre décroissant.
- I can compare fractions with equivalent denominator and order them.
- I can follow steps and use a variety of strategies to solve word problems - emphasis is also put on
neatness as well as showing complete calculations and answer. - I can develop strategies and demonstrate cooperation skills when playing games.
Science: Building with a Variety of Materials
Specific Learner Expectations
- I can classify animals and describe their characteristics.
- I can describe various animal habitats and what type of animals live there.
- I can explain why some animals are carnivore, herbivore or omnivore.
- I can explain the life cycle of a butterfly.
- I can explain the role of parents in the life of some animals.
- I can explain how to take care of a pet such as a dog or cat.
- I can explain why and how animals have to adapt to their environment.
- I can give examples of nearly extinct animals and why.
- I can give examples of the impact of human activities on animal life.
*** We are planning a presentation by Wildlife Society in June as well as a walking field trip to Bowmont Park to further study the environment.
Social Studies: L'Ukraine
- I can demonstrate curiosity and confidence in personal ability to explore new concepts.
- I can share my understanding and ask questions during lessons and discussions.
- I can engage in all parts of the task and support the efforts of others.
- I can describe the concept of quality of life based on my experience as a student here in Canada.
- I can make comparison between Tunisia and Canada: the climate, the transportation, education and the schools, the religion, the celebrations, the food, the houses and accommodation.
- I can read, extract and organize information from a non-fiction text.
April Outcomes
French (new for this month)
- I can vary the length of my sentences when writing a paragraph.
- I can use the auxiliaries "être" and "avoir" correctly when conjugating verbs in the past tense.
- I can read information about a well-known structure and extract pertinent facts to complete a mini-research.
- I can use technology to present my information following a list of criteria.
- I can collaborate with a partner to build a bridge and speak French at all times.
English (continuing)
- I can develop a story that has a beginning (setting, main and secondary characters), a middle (a problem), a climax (a solution) and an ending. My story will also have some exaggeration, repetition and humour.
- I can edit my rough copy using a variety of strategies.
Math
During math lessons, students use games, manipulatives, drawings and writing to learn, understand and demonstrate concepts. They either work with partners or by themselves. The students are always encouraged to explore different strategies and to adopt the ones that work best for them.
I can relate multiplication to repeated addition.
- I can relate division to repeated subtraction.
- I can relate multiplication to division and vice versa.
- I can represent and explain multiplication using equal grouping and arrays.
- I can represent and explain division using equal sharing and equal grouping
- I can model multiplication and division using concrete and visual representations and record the process symbolically.
- I can use the terms "le premier facteur, le deuxième facteur, le produit" correctly to explain multiplications.
- I can use the terms "le dividende, le diviseur, le quotient" correctly to explain divisions.
- I can follow steps and use a variety of strategies to solve word problems - emphasis is also put on
neatness as well as showing complete calculations and answer. - I can develop strategies and demonstrate cooperation skills when playing games.
Science: Building with a Variety of Materials
Specific Learner Expectations
- I can list various types of bridges and give a few facts for each of them.
- I can understand and explain the terms "une poutre, un arche, un aboutement, un pilier, un cable, un treillis, la compression, la tension, la torsion".
- I can select appropriate materials for use in construction tasks, and explain the choice of materials.
- I can use triangles to build a structure.
- I can use a variety of methods to fasten and attach materials.
- I can understand that simple designs are often as effective as more complex ones, as well as being easier and cheaper to build, and illustrate this understanding when building a bridge.
- I can apply skills of listening, speaking and cooperative decision making in working with other students on a construction project.
*** We are planning a bridge tour on April 11.
Social Studies: L'Ukraine
During the month of March, grade 3 students will participate in Ukrainian activities: Pysanky, traditional dances, food tasting and art.
- I can demonstrate curiosity and confidence in personal ability to explore new concepts.
- I can share my understanding and ask questions during lessons and discussions.
- I can engage in all parts of the task and support the efforts of others.
- I can describe the concept of quality of life based on my experience as a student here in Canada.
- I can make comparison between Ukraine and Canada: the climate, the transportation, education and the schools, the religion, the celebrations, the food, the houses and accommodation.
- I can read, extract and organize information from a non-fiction text.
Each month I will post the learning outcomes that I aim to focus on in class. Some of these outcomes are general and will appear all year long while others are more specific to activities we will do during the month. If you would like to help your child extend their learning at home, please feel free to refer to this list.
March Outcomes
French
- I can persevere to speak in French with friends, classmates and teachers.
- I can participate enthusiastically during discussions and lessons.
- I can self-correct the tense of my verbs as well as the common "anglicisms" (English to French translations).
- I can answer in complete sentences.
- I can take risks by using new vocabulary.
- I can choose a book at my reading level.
- I can persevere to decode new words.
- I can describe what I have read (during Daily 5, novel study and social studies).
- I can extract the main ideas of a text read out loud to me and communicate my understanding in writing.
- I can write sentences to describe personal and school events using a variety of sentence structures.
- I can write using a variety of sentence starters (i.e. voici, après, plus tard).
- I can add adjectives and strong verbs to my writing.
- I can review my written assignments and verify that I have applied capital letters and periods.
- I can use strategies to apply correct spelling (i.e. use personal dictionary as well as classroom tools, ask classmates, sound out).
- I can pay attention to verb endings in the present tense and avoid reading the "nt" (i.e. les enfants jouent - it should sound like "joue").
- I can write lists using commas and the word "and" once (i.e. un crayon, une gomme et une règle).
- I can conjugate the verb "aller/to go" correctly both in the present and past tense.
- I can use "avoir/to have" correctly when saying "j'ai fini/I am finished", "j'ai faim/I am hungry", "j'ai soif/I am thirsty" and "j'ai 9 ans/I am 9 years old".
- I can use the negative correctly both orally and in writing: je ne suis pas allé, il n'a pas de crayon, je ne vais jamais skier.
- I can read a novel (Clément aplati by Jeff Brown) to enhance my reading fluency and comprehension.
- I can write summaries and describe main events of a chapter.
- I can use some new vocabulary from the novel in my daily conversations.
English
- I can determine what my learning goals for February and March are, think of strategies to reach them and evaluate my progress.
- I can participate enthusiastically during discussions and lessons (I set a goal for myself to participate maybe once a day or more and in what subject area).
- I can listen attentively to what my peers are saying and elaborate on their ideas or make comments.
- I can choose a book at my reading level (both fiction and non-fiction).
- I can persevere to decode new words.
- I can summarize what I have read in a few sentences (i.e. characters, setting, main facts).
- I can extract the main ideas of a text read out loud to me.
- I can sound out words to figure out their spelling.
- I can write sentences to describe school and personal events using a variety of sentence structure.
- I can review my written assignments and verify that I have applied capital letters at the beginning of each sentence and added a punctuation at the end of each sentence.
- I can recognize when words are proper nouns and write them with a capital letter.
- I can read Robert Munsch's stories and understand his style of writing: exaggeration, repetition and onomatopoeia.
- I can develop a story that has a beginning (setting, main and secondary characters), a middle (a problem), a climax (a solution) and an ending. My story will also have some exaggeration, repetition and humour.
- I can edit my rough copy using a variety of strategies.
Math
During math lessons, students use games, manipulatives, drawings and writing to learn, understand and demonstrate concepts. They either work with partners or by themselves. The students are always encouraged to explore different strategies and to adopt the ones that work best for them.
- I can apply addition mental math strategies such as:
27 + 9 = 26 + 10 = 36 / 13 + 19 = 12 + 20 = 42 / 36 + 11 = 37 + 10 = 47 /
- I can apply subtraction mental math strategies such as:
22 - 9 = 22 - 10 = 12 + 1 = 13 / 35 - 19 = 35 - 20 = 15 + 1 = 16 / 26 - 11 = 26 - 10 = 16 - 1 = 15 - I can skip count and apply basic facts (+/-) strategies .
- I can estimate different lengths, widths and heights using referents such as my pinky finger (1 cm), the palm of my hand (10 cm) and my feet (20 or 25 cm).
- I can use a ruler to measure the exact length, width and height of objects.
- I can record measurements.
- I can model and describe the relationship between centimeters and meters.
- I can estimate the mass of objects in grams and kilograms.
- I can use a scale to weigh and compare the mass of different objects.
- I can model and describe the relationship between grams and kilograms.
- I can follow steps and use a variety of strategies to solve word problems - emphasis is also put on
neatness as well as showing complete calculations and answer. - I can develop strategies and demonstrate cooperation skills when playing games.
Science: Testing Materials and Designs
- I can recognize that functional structures must be sufficiently strong and stable and that unstable or weak structures are often unsafe to use.
- I can compare and evaluate the strength and stability of different models or objects constructed.
- I can describe the distinctive properties of some common solids, such as wood, paper or plastic, that make them suitable for use as building materials.
- I can apply procedures to test the strength of construction materials, in particular, different stocks of papers, plastics or wood.
- I can apply procedures to test different designs.
- I can apply procedures to test the strength of different methods of joining.
- I can identify and apply methods for making a structure stronger and more stable; e.g., by adding or joining parts to form triangles.
Social Studies: L'Ukraine
During the month of March, grade 3 students will participate in Ukrainian activities: Pysanky, traditional dances, food tasting and art.
- I can demonstrate curiosity and confidence in personal ability to explore new concepts
- I can share my understanding and ask questions during lessons and discussions
- I can engage in all parts of the task and support the efforts of others
- I can describe the concept of quality of life based on my experience as a student here in Canada
- I can tell where Ukraine is located on the map, name the hemisphere and some neighbouring countries, name its capital and a few main cities, name the languages spoken in Ukraine and the currency used
- I can read, extract and organize information from a non-fiction text
Each month I will post the learning outcomes that I aim to focus on in class. Some of these outcomes are general and will appear all year long while others are more specific to activities we will do during the month. If you would like to help your child extend their learning at home, please feel free to refer to this list.
February Outcomes
French
- I can persevere to speak in French with friends, classmates and teachers.
- I can participate enthusiastically during discussions and lessons.
- I can self-correct the tense of my verbs as well as the common "anglicisms" (English to French translations).
- I can answer in complete sentences.
- I can take risks by using new vocabulary.
- I can choose a book at my reading level.
- I can persevere to decode new words.
- I can describe what I have read (during Daily 5, novel study and social studies).
- I can extract the main ideas of a text read out loud to me and communicate my understanding in writing.
- I can write sentences to describe personal and school events using a variety of sentence structures.
- I can write using a variety of sentence starters (i.e. voici, après, plus tard).
- I can review my written assignments and verify that I have applied capital letters and periods.
- I can use strategies to apply correct spelling (i.e. use personal dictionary as well as classroom tools, ask classmates, sound out).
- I can pay attention to verb endings in the present tense and avoid reading the "nt" (i.e. les enfants jouent - it should sound like "joue").
- I can write lists using commas and the word "and" once (i.e. un crayon, une gomme et une règle).
- I can conjugate the verb "aller/to go" correctly both in the present and past tense.
- I can use "avoir/to have" correctly when saying "j'ai fini/I am finished", "j'ai faim/I am hungry", "j'ai soif/I am thirsty" and "j'ai 9 ans/I am 9 years old".
- I can use the negative correctly both orally and in writing: je ne suis pas allé, il n'a pas de crayon, je ne vais jamais skier.
- I can read a novel (Clément aplati by Jeff Brown) to enhance my reading fluency and comprehension.
English
- I can determine what my learning goals for February and March are, think of strategies to reach them and evaluate my progress.
- I can participate enthusiastically during discussions and lessons (I set a goal for myself to participate maybe once a day or more and in what subject area).
- I can listen attentively to what my peers are saying and elaborate on their ideas or make comments.
- I can choose a book at my reading level (both fiction and non-fiction).
- I can persevere to decode new words.
- I can summarize what I have read in a few sentences (i.e. characters, setting, main facts).
- I can extract the main ideas of a text read out loud to me.
- I can sound out words to figure out their spelling.
- I can write sentences to describe school and personal events using a variety of sentence structure.
- I can review my written assignments and verify that I have applied capital letters at the beginning of each sentence and added a punctuation at the end of each sentence.
- I can recognize when words are proper nouns and write them with a capital letter.
- I can read Robert Munsch's stories and understand his style of writing: exaggeration, repetition and onomatopoeia.
- I can develop a story that has a beginning (setting, main and secondary characters), a middle (a problem), a climax (a solution) and an ending.
- I can edit my rough copy using a variety of strategies.
Math
During math lessons, students use games, manipulatives, drawings and writing to learn, understand and demonstrate concepts. They either work with partners or by themselves. The students are always encouraged to explore different strategies and to adopt the ones that work best for them.
- I can apply addition mental math strategies such as:
27 + 9 = 26 + 10 = 36 / 13 + 19 = 12 + 20 = 42 / 36 + 11 = 37 + 10 = 47 /
- I can apply subtraction mental math strategies such as:
22 - 9 = 22 - 10 = 12 + 1 = 13 / 35 - 19 = 35 - 20 = 15 + 1 = 16 / 26 - 11 = 26 - 10 = 16 - 1 = 15 - I can skip count and apply basic facts (+/-) strategies .
- I can demonstrate an understanding of subtraction with differences up to 1000 using a variety of methods: manipulatives, place value chart, drawings, stacking.
- I can explain my strategies both orally and in writing.
- I can estimate differences up to 1000 both orally and in writing (to the nearest ten and nearest hundred).
- I can relate the passage of time to common activities, using nonstandard and standard units (minutes, hours, days, weeks, months, years).
- I can relate the number of seconds to a minute, the number of minutes to an hour and the number of days to a month in a problem-solving context.
- I can follow steps and use a variety of strategies to resolve word problems - emphasis is also put on
neatness as well as showing complete calculations and answer. - I can develop strategies and demonstrate cooperation skills when playing games.
Science: Testing Materials and Designs
- I can recognize that functional structures must be sufficiently strong and stable and that unstable or weak structures are often unsafe to use.
- I can compare and evaluate the strength and stability of different models or objects constructed.
- I can describe the distinctive properties of some common solids, such as wood, paper or plastic, that make them suitable for use as building materials.
- I can apply procedures to test the strength of construction materials, in particular, different stocks of papers, plastics or wood.
- I can apply procedures to test different designs.
- I can apply procedures to test the strength of different methods of joining.
- I can identify and apply methods for making a structure stronger and more stable; e.g., by adding or joining parts to form triangles.
Social Studies: Peruvian Celebration
During the first week of February, students will participate in 3 different activities to further understand life in Peru. Then they will create a short video in which they explain some similarities and differences between an aspect of the Peruvian life with our life here in Canada
Social Studies: L'Ukraine
- I can demonstrate curiosity and confidence in personal ability to explore new concepts
- I can share my understanding and ask questions during lessons and discussions
- I can engage in all parts of the task and support the efforts of others
- I can describe the concept of quality of life based on my experience as a student here in Canada
- I can tell where Ukraine is located on the map, name the hemisphere and some neighbouring countries, name its capital and a few main cities, name the languages spoken in Ukraine and the currency used
- I can read, extract and organize information from a non-fiction text
Each month I will post the learning outcomes that I aim to focus on in class. Some of these outcomes are general and will appear all year long while others are more specific to activities we will do during the month. If you would like to help your child extend their learning at home, please feel free to refer to this list.
January Outcomes
French
English
Math
During math lessons, students use games, manipulatives, drawings and writing to learn, understand and demonstrate concepts. They either work with partners or by themselves. The students are always encouraged to explore different strategies and to adopt the ones that work best for them.
Science: continuing and completing the unit on hearing and sound
***Each student will be asked to create an musical instrument at home. They will use their instrument during their iPad project and explain how it works as well as describe the quality of the sounds.
*** This month students will use the app "Explain Everything" on iPads to create a sound and hearing presentation. They will use their knowledge to build several pages that will include photos, videos and recording.
Social Studies: continuing and completing the unit on Peru
December Outcomes
French
English
Math
During math lessons, students use games, manipulatives, drawings and writing to learn, understand and demonstrate concepts. They either work with partners or by themselves. The students are always encouraged to explore different strategies and to adopt the ones that work best for them.
Science: hearing and sound
Social Studies
November Outcomes
French
English
Math
During math lessons, students use games, manipulatives, drawings and writing to learn, understand and demonstrate concepts. They either work with partners or by themselves. The students are always encouraged to explore different strategies and to adopt the ones that work best for them.
Science (end of the unit on rocks and minerals)
Science (hearing and sound)
Social Studies
October Outcomes
French
English
Math
During math lessons, students use games, manipulatives, drawings and writing to learn, understand and demonstrate concepts. They either work with partners or by themselves. The students are always encouraged to explore different strategies and to adopt the ones that work best for them.
Science (rocks and minerals)
Social Studies
January Outcomes
French
- I can persevere to speak in French with friends, classmates and teachers (ongoing)
- I can participate enthusiastically during discussions and lessons
- I can self-correct the tense of my verbs as well as the common "anglicisms" (English to French translations)
- I can answer in complete sentences
- I can take risks by using new vocabulary
- I can choose a book at my reading level
- I can persevere to decode new words (novel study: Clément aplati (Flat Stanley) by Jeff Brown)
- I can describe what I have read (during Daily 5, novel study and social studies)
- I can extract the main ideas of a text read out loud to me and communicate my understanding in writing
- I can write sentences to describe personal and school events using a variety of sentence structures
- I can write using a variety of sentence starters (i.e. voici, après, plus tard)
- I can review my written assignments and verify that I have applied capital letters and periods
- I can recopy words from the board or from a book correctly
- I can use strategies to apply correct spelling (i.e. use personal dictionary as well as classroom tools, ask classmates, sound out)
- I can pay attention to verb endings in the present tense and avoid reading the "nt" (i.e. les enfants jouent - it should sound like "joue")
- I can write lists using commas and the word "and" once (i.e. un crayon, une gomme et une règle)
- I can conjugate the verb "aller/to go" correctly both in the present and past tense
- I can use "avoir/to have" correctly when saying "j'ai fini/I am finished", "j'ai faim/I am hungry", "j'ai soif/I am thirsty" and "j'ai 9 ans/I am 9 years old"
- I can use the negative correctly both orally and in writing: je ne suis pas allé, il n'a pas de crayon, je ne vais jamais skier
English
- I can determine what my learning goals for January are, think of strategies to reach them and evaluate my progress
- I can participate enthusiastically during discussions and lessons (I set a goal for myself to participate maybe once a day or more and in what subject area)
- I can listen attentively to my peers are saying and elaborate on their ideas or make comments
- I can choose a book at my reading level (both fiction and non-fiction)
- I can persevere to decode new words
- I can summarize what I have read in a few sentences (i.e. characters, setting, main facts)
- I can extract the main ideas of a text read out loud to me
- I can recognize the difference between long and short vowels: a, i, e, o and u
- I can sound out words to figure out their spelling
- I can write sentences to describe school and personal events using a variety of sentence structure
- I can review my written assignments and verify that I have applied capital letters at the beginning of each sentence and added a punctuation at the end of each sentence
- I can recognize when words are proper nouns and write them with a capital letter
- I can complete my circle story (typing and illustrating)
- I can edit my rough copy using a variety of strategies
Math
During math lessons, students use games, manipulatives, drawings and writing to learn, understand and demonstrate concepts. They either work with partners or by themselves. The students are always encouraged to explore different strategies and to adopt the ones that work best for them.
- I can apply addition mental math strategies such as:
27 + 9 = 26 + 10 = 36 / 13 + 19 = 12 + 20 = 42 / 36 + 11 = 37 + 10 = 47 /
- I can apply subtraction mental math strategies such as:
22 - 9 = 22 - 10 = 12 + 1 = 13 / 35 - 19 = 35 - 20 = 15 + 1 = 16 / 26 - 11 = 26 - 10 = 16 - 1 = 15 - I can skip count and apply basic facts (+/-) strategies
- I can demonstrate an understanding of additions (2 and 3 digits) with sums up to 1000 and subtractions with differences up to 1000 using a variety of methods: manipulatives, place value chart, drawings, stacking
- I can explain my strategies both orally and in writing
- I can estimate sums and differences up to 1000 both orally and in writing (to the nearest ten and nearest hundred)
- I can follow steps and use a variety of strategies to resolve word problems - emphasis is also put on
neatness as well as showing complete calculations and answer - I can develop strategies and demonstrate cooperation skills when playing games
Science: continuing and completing the unit on hearing and sound
- I can explain what sound is using words such as vibrations, sound waves
- I can qualify sound: pitch, volume and frequency
- I can tell how sound travels
- I can describe what the different parts of the ear are and how they work
- I can describe what to do to protect our ears and hearing
- I can compare how humans and animals hear sounds differently
***Each student will be asked to create an musical instrument at home. They will use their instrument during their iPad project and explain how it works as well as describe the quality of the sounds.
*** This month students will use the app "Explain Everything" on iPads to create a sound and hearing presentation. They will use their knowledge to build several pages that will include photos, videos and recording.
Social Studies: continuing and completing the unit on Peru
- I can demonstrate curiosity and confidence in personal ability to explore new concepts
- I can share my understanding and ask questions during lessons and discussions
- I can engage in all parts of the task and support the efforts of others
- I can describe the concept of quality of life based on my experience as a student here in Canada
- I can tell where Peru is located on the map, name the hemisphere and some neighbouring countries, name its capital and a few main cities, name the languages spoken in Peru and the currency used
- I can compare Peruvian culture to my family's culture: food, education, health care, clothing, hobbies, etc.
- I can read, extract and organize information from a non-fiction text
- I can create a short video in which I explain some similarities and differences between an aspect of the Peruvian life with our life here in Canada
December Outcomes
French
- I can persevere to speak in French with friends, classmates and teachers (ongoing)
- I can participate enthusiastically during discussions and lessons
- I can self-correct the tense of my verbs as well as the common "anglicisms" (English to French translations)
- I can answer in complete sentences
- I can take risks by using new vocabulary
- I can choose a book at my reading level
- I can persevere to decode new words (novel study: Clément aplati (Flat Stanley) by Jeff Brown)
- I can describe what I have read (during Daily 5, novel study and social studies)
- I can extract the main ideas of a text read out loud to me and communicate my understanding in writing
- I can write sentences to describe personal and school events using a variety of sentence structures
- I can write using a variety of sentence starters (i.e. voici, après, plus tard)
- I can review my written assignments and verify that I have applied capital letters and periods
- I can recopy words from the board or from a book correctly
- I can use strategies to apply correct spelling (i.e. use personal dictionary as well as classroom tools, ask classmates, sound out)
- I can pay attention to verb endings in the present tense and avoid reading the "nt" (i.e. les enfants jouent - it should sound like "joue")
- I can write lists using commas and the word "and" once (i.e. un crayon, une gomme et une règle)
- I can conjugate the verb "aller/to go" correctly both in the present and past tense
- I can use "avoir/to have" correctly when saying "j'ai fini/I am finished", "j'ai faim/I am hungry", "j'ai soif/I am thirsty" and "j'ai 9 ans/I am 9 years old"
English
- I can determine what my learning goals for December and January are, think of strategies to reach them and enter them as an artifact in Iris
- I can participate enthusiastically during discussions and lessons
- I can listen to my peers and elaborate on their ideas
- I can choose a book at my reading level
- I can persevere to decode new words
- I can describe what I have read (i.e. characters, setting, facts)
- I can extract the main ideas of a text read out loud to me
- I can recognize the difference between long and short vowels: a, i, e, o and u
- I can write short poems using words from the long and short vowel lists
- I can sound out words to figure out their spelling
- I can write sentences to describe school and personal events using a variety of sentence structure
- I can review my written assignments and verify that I have applied capital letters and periods
- I can recognize when words are proper nouns and write them with a capital letter
- I can brainstorm ideas for a circle story and write it using key words such as "probably', "most likely" and "chances are"
- I can edit my rough copy using a variety of strategies
Math
During math lessons, students use games, manipulatives, drawings and writing to learn, understand and demonstrate concepts. They either work with partners or by themselves. The students are always encouraged to explore different strategies and to adopt the ones that work best for them.
- I can tell, read and write numbers to 100
- I can compare and order numbers to 1000
- I can describe and apply mental math strategies for adding two 2-digit numerals (i.e. using doubles, + 9, - 9, + 11, - 11)
- I can estimate numbers to the nearest ten and hundred and describe my understanding using correct vocabulary
- I can apply estimation strategies to predict sums of two 2 and 3 digit numerals in a
problem-solving context - I can demonstrate an understanding of addition of numbers with answers to 1000
- I can follow steps and use a variety of strategies to resolve word problems
- I can develop strategies and demonstrate cooperation skills when playing games
Science: hearing and sound
- I can explain what sound is using words such as vibrations, sound waves
- I can qualify sound: pitch, volume and frequency
- I can tell how sound travels
- I can describe what the different parts of the ear are and how they work
- I can describe what to do to protect our ears and hearing
- I can compare how humans and animals hear sounds differently
Social Studies
- I can demonstrate curiosity and confidence in personal ability to explore new concepts
- I can share my understanding and ask questions during lessons and discussions
- I can engage in all parts of the task and support the efforts of others
- I can describe the concept of quality of life based on my experience as a student here in Canada
- I can tell where Peru is located on the map, name the hemisphere and some neighbouring countries, name its capital and a few main cities, name the languages spoken in Peru and the currency used
- I can compare Peruvian culture to my family's culture: food, education, health care, clothing, hobbies, etc.
November Outcomes
French
- I can persevere to speak in French with friends, classmates and teachers (ongoing)
- I can participate enthusiastically during discussions and lessons
- I can self-correct the tense of my verbs as well as the common "anglicisms" (English to French translations)
- I can answer in complete sentences
- I can take risks by using new vocabulary
- I can choose a book at my reading level
- I can persevere to decode new words (novel study: Clément aplati (Flat Stanley) by Jeff Brown)
- I can describe what I have read (during Daily 5, novel study and social studies)
- I can extract the main ideas of a text read out loud to me and communicate my understanding in writing
- I can write sentences to describe personal and school events using a variety of sentence structures
- I can write using a variety of sentence starters (i.e. voici, après, plus tard)
- I can review my written assignments and verify that I have applied capital letters and periods
- I can recopy words from the board or from a book correctly
- I can use strategies to apply correct spelling (i.e. use personal dictionary as well as classroom tools, ask classmates, sound out)
- I can pay attention to verb endings in the present tense and avoid reading the "nt" (i.e. les enfants jouent - it should sound like "joue")
English
- I can participate enthusiastically during discussions and lessons
- I can listen to my peers and elaborate on their ideas
- I can choose a book at my reading level
- I can persevere to decode new words
- I can describe what I have read (i.e. characters, setting, facts)
- I can extract the main ideas of a text read out loud to me
- I can recognize the difference between long and short vowels: a, i, e, o and u
- I can write short poems using words from the long and short vowel lists
- I can sound out words to figure out their spelling
- I can write sentences to describe school and personal events using a variety of sentence structure
- I can review my written assignments and verify that I have applied capital letters and periods
- I can determine what my learning goals for October are, think of strategies to reach them and enter them as an artifact in Iris
- I can create a personal, fun story based on the book Alexander and the Terrible Horrible Very Bad Day by Judith Viorst
Math
During math lessons, students use games, manipulatives, drawings and writing to learn, understand and demonstrate concepts. They either work with partners or by themselves. The students are always encouraged to explore different strategies and to adopt the ones that work best for them.
- I can compare and order numbers to 1000
- I can say number sequences 0 to 1000 forward and backward by:
- 5s, 10s or 100s, using any starting point
- 3s, using starting points that are multiples of 3
- 4s, using starting points that are multiples of 4
- 25s, using starting points that are multiples of 25. - I can estimate quantities less than 1000, using referents
- I can describe and apply mental math strategies for adding two 2-digit numerals
- I can apply estimation strategies to predict sums of two 2-digit numerals in a
problem-solving context - I can demonstrate an understanding of addition of numbers with answers to 1000
- I can solve word problems using a variety of strategies
- I can tell, read and write numbers to 600
- I can follow steps and use a variety of strategies to resolve word problems
- I can develop strategies and demonstrate cooperation skills when playing games
Science (end of the unit on rocks and minerals)
- I can demonstrate curiosity and confidence in personal ability to explore new concepts
- I can share my understanding and ask questions during lessons and discussions
- I can engage in all parts of the task and support the efforts of others
- I can explain the three types of rocks, the rock life cycle and the difference between rocks and minerals
- I can name a few properties used to classify minerals
- I can describe how soil is made and recognize that it consists of different elements
Science (hearing and sound)
- I can recognize that sounds are produce by vibrations
- I can name the three parts of the ear
- I can describe how to protect my ears
- I can demonstrate how to create a variety of sounds
Social Studies
- I can demonstrate curiosity and confidence in personal ability to explore new concepts
- I can share my understanding and ask questions during lessons and discussions
- I can engage in all parts of the task and support the efforts of others
- I can describe the concept of quality of life based on my experience as a student here in Canada
- I can tell where India is located on the map, name its capital and a few main cities and list a few languages that spoken in that country (review)
- I can compare Indian culture to my family's culture: food, education, health care, clothing, hobbies, etc.
October Outcomes
French
- I can persevere to speak in French with friends, classmates and teacher (ongoing)
- I can participate enthusiastically during discussions and lessons
- I can answer in complete sentences
- I can take risks by using new vocabulary
- I can choose a book at my reading level
- I can persevere to decode new words (novel study: Clément aplati (Flat Stanley) by Jeff Brown)
- I can describe what I have read (during Daily 5, novel study and social studies)
- I can extract the main ideas of a text read out loud to me (novel study) and communicate my understanding in writing
- I can write sentences to describe personal and school events using a variety of sentence structures
- I can review my written assignments and verify that I have applied capital letters and periods
- I can recopy words from the board or from a book correctly
- I can use strategies to apply correct spelling (i.e. use personal dictionary as well as classroom tools, ask classmates, sound out)
- I can hear, pronounce and read the following sounds: u, ou, oi and on
English
- I can participate enthusiastically during discussions and lessons
- I can listen to my peers and elaborate on their ideas
- I can choose a book at my reading level
- I can persevere to decode new words
- I can describe what I have read (i.e. characters, setting, facts)
- I can extract the main ideas of a text read out loud to me
- I can recognize the difference between long and short vowels: a, i, e, o and u
- I can write short poems using words from the long and short vowel lists
- I can sound out words to figure out their spelling
- I can write sentences to describe school and personal events using a variety of sentence structure
- I can review my written assignments and verify that I have applied capital letters and periods
- I can determine what my learning goals for October are, think of strategies to reach them and enter them as an artifact in Iris
- I can create an ABC book and include alliteration in each sentence
- I can create a personal, fun story based on the book Alexander and the Terrible Horrible Very Bad Day by Judith Viorst
Math
During math lessons, students use games, manipulatives, drawings and writing to learn, understand and demonstrate concepts. They either work with partners or by themselves. The students are always encouraged to explore different strategies and to adopt the ones that work best for them.
- I can skip count forward and backward by 2, 5 and 10 starting with any numbers as well as by 3 starting with multiples of 3
- I can tell, read and write numbers to 300
- I can describe, extend, compare and create numerical and non-numerical numbers patterns (increasing and decreasing)
- I can represent and describe numbers to 1000, concretely, pictorially and symbolically
- I can compare and order numbers to 1000
- I can illustrate, concretely and pictorially, the meaning of place value for numerals to 1000
- I can solve word problems using a variety of strategies
- I can develop strategies when playing games
Science (rocks and minerals)
- I can demonstrate curiosity and confidence in personal ability to explore new concepts
- I can share my understanding and ask questions during lessons and discussions
- I can engage in all parts of the task and support the efforts of others
- I can describe the different parts of the Earth
- I can describe the 3 different types of rocks
- I can describe the difference between rocks and minerals
- I can classify different rocks and minerals based on colour, texture, hardness and luster
- I can give examples of how rocks and minerals are used in daily life
- I can recognize and describe the various components within a sample of soil
- I can describe ways in which rocks break down to become soil, and demonstrate one or more of these ways
Social Studies
- I can demonstrate curiosity and confidence in personal ability to explore new concepts
- I can share my understanding and ask questions during lessons and discussions
- I can engage in all parts of the task and support the efforts of others
- I can describe the concept of quality of life based on my experience as a student here in Canada
- I can tell why Calgary is a great place to live
- I can tell where India is located on the map, name its capital and a few main cities and list a few languages that spoken in that country
- I can determine the quality of life in India based on criteria such as geographical location and city vs countryside
Tools used: globes, books, Internet