Term 2 Outline

Dear Parents,

         As I mentioned in the beginning of the school year at Meet the Teacher, all of the specific and overall expectation that teachers are expected to teach according to the Ministry of Education, can be found in the Ontario Curriculum Documents.  I have also included a link in my blog for you. Below is the focus for Term Two in each subject area.

Term 2
Curriculum Expectations

RELIGION:

BELIEVING:

•  Identify and explain what specific Gospel narratives reveal about the relationship of the Holy Spirit with God the Father, Jesus and the Church
• Explain what Sacred Scripture and the Sacraments of the Church reveal about the role and nature of the Holy Spirit

CELEBRATING:

•  Link special moments in human life to the sacrament

LIVING A MORAL LIFE:

•  Describe what the Church teaches about God’s mercy and what we must do to rebuild our relationship with God and those we have offended.

LIVING IN COMMUNION:

•  Identify how the Holy Spirit keeps the presence of Jesus alive in the Church through those who work for unity, justice and peace

LIVING IN SOLIDARITY:

• Understand that the Holy Spirit assists us to develop and strengthen our relationship with Jesus and one another through our participation in society
•  Understand that God created all persons in his one image; equal in their human dignity yet diverse in their being and this equality and diversity is to be respected.

PRAYING:

• Present examples of the many people (saints, family, teachers, priests and religious) who help guide us as we learn to pray the traditional and liturgical prayers of the Church
• Present the meaning of some of the traditional and liturgical prayers of the Church (e.g. Hail Mary; the Our Father; the Prayer of St. Francis; the Act of Contrition; Glory Be; Holy, Holy, Holy; Memorial Acclamation; Lamb of God; Apostle’s Creed)
• Demonstrate an understanding of the importance of the Holy Spirit in guiding us as we learn how to pray as Jesus taught us. 

LANGUAGE:

READING:

• make inferences about texts using stated and implied ideas from the texts as evidence
• demonstrate understanding of a variety of texts by identifying important ideas and some supporting details
• identify a variety of text features and explain how they help readers understand texts
•  identify and describe the characteristics of a variety of text forms, with a focus on literary texts such as a fable or adventure story
• predict the meaning of and rapidly solve unfamiliar words using different types of cues, including: semantic (meaning) cues (e.g., prefixes, suffixes, base words, phrases, sentences, and visuals that activate existing knowledge of oral and written language); syntactic (language structure) cues (e.g., word order, language patterns, punctuation); graphophonic (phonological and graphic) cues 

WRITING:

• write short texts using a variety of forms 
• make revisions to improve the content, clarity, and interest of their written work, using several types of strategies
• vary sentence structures and maintain continuity by using joining words (e.g., and, or) to combine simple sentences and using words that indicate time and sequence to link sentences (e.g., first, then, next, before, finally, later)
• spell familiar words correctly 
• spell unfamiliar words using a variety of strategies that involve understanding sound-symbol relationships, word structures, word meanings, and generalizations about spelling
• use words and phrases that will help convey their meaning as specifically as possible
• use parts of speech appropriately to communicate their meaning clearly, with a focus on the use of: proper nouns for titles (e.g., of businesses, teams); the possessive pronouns my, mine, your, yours, his, her, hers, its; action verbs in the present and simple past tenses; adjectives and adverbs; question words (e.g., when, where, why, how)

ORAL COMMUNICATION:

• extend understanding of oral texts by connecting the ideas in them to their own knowledge and experience; to other familiar texts, including print and visual texts; and to the world around them 
• demonstrate an understanding of appropriate speaking behaviour in a variety of situations, including small and large-group discussions
• identify some non-verbal cues, including facial expression, gestures, and eye contact, and use them in oral communications, appropriately and with sensitivity towards cultural differences, to help convey their meaning

MEDIA LITERACY:

• produce media texts for specific purposes and audiences, using a few simple media forms and appropriate conventions and techniques (a simple slide show for a multimedia presentation)
• use a variety of  skills in google documents, google draw and google slides while working in google classroom

MATH:

NSN:

• Fractions: divide whole objects and sets of objects into equal parts, and identify the parts using fractional names (e.g., one half; three thirds; two fourths or two quarters), without using numbers in standard fractional notation;
• Money: represent and describe the relationships between coins and bills up to $10,  estimate, count, and represent (using the $ symbol) the value of a collection of coins and bills with a maximum value of $10; add and subtract money amounts, using a variety of tools (e.g., currency manipulatives, drawings), to make simulated purchases and change for amounts up to $10
• Multiplication and Division:  relate multiplication of one-digit numbers and division by one-digit divisors to reallife situations, using a variety of tools and strategies

GSS:

• Transformational Geometry: describe movement from one location to another using a grid map, identify flips, slides, and turns, through investigation using concrete materials and physical motion, and name flips, slides, and turns as reflections, translations, and rotations (e.g., a slide to the right is a translation; a turn is a rotation)
• Symmetry: complete and describe designs and pictures of images that have a vertical, horizontal, or diagonal line of symmetry

DMP:

• Probability: predict the frequency of an outcome in a simple probability experiment or game then perform the experiment, and compare the results with the predictions, using mathematical language
• Demonstrate, through investigation, an understanding of fairness in a game and relate this to the occurrence of equally likely outcomes.

MSM:

• Linear Measurement: estimate, measure, and record length, height, and distance, using standard units, compare standard units of length (i.e., centimetre, metre, kilometre) (e.g., centimetres are smaller than metres), and select and justify the most appropriate standard unit to measure length;
• Perimeter: estimate, measure, and record the perimeter of two-dimensional shapes, through investigation using standard units 
• Area:  estimate, measure (i.e., using centimetre grid paper, arrays), and record area

P&A:

• Geometric Patterns: represent simple geometric patterns using a number sequence, a number line, or a bar graph (e.g., the given growing pattern of toothpick squares can be represented, identify, extend, and create a repeating pattern involving two attributes 

THE ARTS:

DRAMA:

• 4 communicate feelings and ideas to a familiar audience (e.g., classmates) using audio, visual, and/or technological aids to support or enhance their drama work
• identify and give examples of their strengths, interests, and areas for growth as drama participants and audience members
•  identify some distinct stylistic features of a few drama and theatre forms they experience in their home, school, and community, and in the media
• engage in dramatic play and role play, with a focus on exploring themes, ideas, characters, and issues from imagination or in stories 

MUSIC:

• apply the elements of music when singing, playing an instrument, and moving
• create compositions for a specific purpose and a familiar audience
• use the tools and techniques of musicianship in musical performances
•  identify and give examples of their strengths and areas for growth as musical performers, creators, interpreters, and audience members

VISUAL ART:  

Students will develop understanding of all elements of design;

• line: variety of lines 
• shape and form: composite shapes; symmetrical and asymmetrical shapes and forms in both the human-made environment and the natural world 
• space: foreground, middle ground, and background to give illusion of depth • colour: colour for expression (e.g., warm and cool colours); colour to indicate emotion
• texture: real versus visual or illusory texture
• value: mixing a range of light colours and dark colours 

SCIENCE: 

FORCES: 

• identify different kinds of forces
• investigate forces that cause an object to start moving, stop moving, or change direction
• assess the effects of the action of forces in nature (natural phenomena) on the natural and built environment, and identify ways in which human activities can reduce or enhance this impact
• identify a force as a push or a pull that causes an object to move
• describe how different forces (e.g., magnetism, muscular force, gravitational force, friction) applied to an object at rest can cause the object to start, stop, attract, repel, or change direction
• identify ways in which forces are used in their daily lives 

PLANTS and SOILS:

• identify and describe the different types of soils 
• assess the impact of soils on society and the environment, and suggest ways in which humans can enhance positive effects and/or lessen or prevent harmful effects
• investigate the process of composting, and explain some advantages and disadvantages of composting
• use scientific inquiry/experimentation skills, and knowledge and skills acquired from previous investigations, to determine which type(s) of soil (e.g., sandy soil, clay soil, loam) will sustain life
• assess the impact of human action on soils, and suggest ways in which humans can affect soils positively and/or lessen or prevent harmful effects on soils
• investigate the components of soil
• assess ways in which plants are important to humans and other living things, taking different points of view into consideration
• describe the basic needs of plants, including air, water, light, warmth, and space
• identify the major parts of plants, including root, stem, flower, stamen, pistil, leaf, seed, and fruit, and describe how each contributes to the plant’s survival within the plant’s environment
• describe ways in which plants and animals depend on each other
• describe the different ways in which plants are grown for food
• describe the changes that different plants undergo in their life cycles 

SOCIAL STUDIES:

Heritage and Identity: COMMUNITIES IN CANADA, 1780–1850

• identify various First Nations and some Métis communities in Upper and Lower Canada from 1780 to 1850, including those living in traditional territory and those who moved or were forced to relocate to new areas in response to European settlement, and locate the areas where they lived, using print, digital, and/or interactive maps or a mapping program 
• describe some of the major challenges facing communities in Canada during this period
• describe how some different communities in Canada related to each other during this period, with a focus on whether the relationships were characterized by conflict or cooperation 
• describe some key aspects of life in selected First Nations, Métis, and settler communities in Canada during this period, including the roles of men, women, and children

PHYSICAL EDUCATION:

LIVING SKILLS:

• apply relationship and social skills as they participate in physical activities, develop movement competence, and acquire knowledge and skills related to healthy living to help them interact positively with others, build healthy relationships, and become effective team members

ACTIVE LIVING:

• actively participate in a wide variety of program activities (e.g., tag games, cooperative games, movement exploration with equipment, dance, outdoor activities), according to their capabilities, while applying behaviours that enhance their readiness and ability to take part 
• demonstrate behaviours and apply procedures that maximize their safety and that of others during physical activity 
• participate in sustained moderate to vigorous physical activity, with appropriate warm-up and cool-down activities, to the best of their ability for a minimum of twenty minutes each day

 MOVEMENT COMPETENCE: SKILLS, CONCEPTS, AND STRATEGIES:

• demonstrate the ability to jump for distance or height, using two-foot and one-foot take-offs, while remaining in control
• apply a variety of simple tactics to increase their chances of success during physical activities
• send and receive objects of different shapes and sizes in different ways, using different body parts, at different levels, and using various types of equipment
• perform a variety of locomotor movements with and without equipment, alone and with others, moving at different levels, using different pathways, and travelling in different directions

HEALTHY LIVING:  (Mrs. Stefani)

As you can see, it's packed!  Here's to a great week and I hope to the parents who have scheduled appointments on Wednesday evening for Parent/Teacher Interviews.

Please check your child's report card for your appointment time.  I have included a purple sheet with your time slot on it.  Please be prompt, as interviews only allow for 10 minutes each with no break in between.

Counsellor Wilson

SECRET QUESTION:  34 + __ = 44