Dear Parent/Guardian, September 16, 2019
you will find an overview of what outcomes are being focused on, for each
subject, during our first term. If you have any questions or concerns, please
contact me at email@example.com.
English Language Arts (Literacy)
Speaking & Listening:
speak and listen to explore, extend,
clarify, and reflect on thoughts, ideas, feelings, and experiences
interact with sensitivity and respect,
considering the situation, audience, and purpose
These outcomes are met throughout the
day when children are interacting with others in our classroom.
Reading & Viewing:
select, read, and view with
understanding a range of literature, information, media, and visual texts
interpret, select, and combine
information using a variety of strategies, resources, and technologies
We meet these outcomes through activities such as: read aloud,
guided reading, silent reading, reading comprehension. Students also work on sight
words, rhyming, syllables, word families, letter sounds, thesaurus and
Writing & Representing:
use writing and other forms of
representation to explore, clarify, and reflect on their thoughts, feelings,
experiences, and learnings; and to use their imaginations
create texts collaboratively and
independently, using a wide variety of forms for a range of audiences and
We meet these outcomes through activities that include: modeled
writing, guided writing, mini-lessons, writer’s workshop.
1. Numbers/Number Sense
describe whole numbers to 10 000
division facts up to 5x5
demonstrating an understanding
of fractions less than or equal to one
2. Patterns and
Shape and Space
Statistics and Probability
Physical Science: Light
Earth and Space Science:
Rocks, Minerals and Erosion
Exploration and the
Nature of Exploring
Examine the stories of various
explorers of land, ocean, space, and ideas.
Analyze factors that motivate
Evaluate the impact of exploration
N1: Say the number sequence 0 to 5 forward and backward and from any starting point between 0-5.
N2: Recognize, at a glanceN2: Recognize, at a glance and name familiar arrangement of 1 to 3 objects. This is called SUBITIZING.
N3: Relate a numeral to its respective quantity 0 to 5. This encompasses naming objects by counting and touching each object (1 to 1), counting in order, counting sets of objects no matter what starting point is chosen (order irrelevance), naming the number of objects without recounting if nothing has been added or taken away (conservation) , matching numerals to quantities, creating sets and understanding 0.
N4: Represent and describe numbers 2-5 concretetly, pictorally. Part/part whole to 5.
N5: Compare quantities, 0 to 5, using 1 to 1 correspondence. Describe two sets of objects using more, fewer, same as, and construct sets to show more, fewer and same as.
PR1: Demonstrate an understanding of 2 element repeating patterns by identifying, reproducing, copying, extending and creating patterns.
SS2: Sort 3-D objects using a single attritube. Explain the sorting rule and determine the difference between two given pre-sorted sets.
Speaking and Listening: Express opinions, listen to ideas of others, focusing attention on speaker, participate in conversations, respond to simple directions, develop concept of feelings vocabulary and become aware of social conventions in group work and cooperative play.
Reading and Viewing: Concepts about print, alphabet and sound recognition, Phonological Awareness, sight words, beginning awareness of conventions of print, regard reading as sources of interest and enjoyment, engage in reading like behaviours, respond to texts and express opinions about texts, begin to ask questions of texts, recognize some basic components of texts such as author, illustrator and title
Writing and Representing: Begin to develop strategies for prewriting such as using drawing and talking as a way to rehearse writing, taking risks to get ideas on paper. Use some conventions of wrtten language by using drawings and approximations to record meaning, demonstrate engagement with writing (take risks, write for pleasure, write in play situations)
You and Your World:
Social skills instruction, identifying characterisitics that make them unique and special, develop awareness that everyone has different abilities that make them unique,, develop an awareness of rules and why they are made, use effective listening skills, acknowledge ideas of others, feelings, belonging in a group,
Good morning parents of the fabulous 5s!
Here is what were will be working on this term!
N1: Represent and describe whole numbers to 1 000 000
N2: Use estimation strategies properly
N3: Apply mental math strategies properly
N7: Demonstrate and understanding of fractions by using
concrete and pictorial representations
PR1: Determine the pattern rule to make predictions about
PR2: Solve problems involving single-variable one-step
equations with whole number coefficients and whole number solutions
SS1: Design and construct different rectangles given either
perimeter or area, or both and draw conclusions
SP1: Differentiate between first and second hand data
SP2: Construct, label and interpret double bar graphs to
In French this term, we will cover material from the
Me, My family, Food and we will begin either the
sports or animal unit depending on student interest
Activities surrounding each holiday will also be
I can understand questions about me
I can say a few simple sentences about myself
I can talk about my physical characteristics
I can answer questions about my family
I can talk about who is in my family
I can answer questions about my family life
I can talk about my daily routine
I can say my address
I can write a few simple sentences about my
I can describe where I live
I can describe a few rooms in my house
I can discuss whether I have brothers or sisters
I can ask someone their name
I can understand simple sentences
I can talk about what I like and don’t like to
I can ask how much something costs
I can ask for a meal or a drink in a restaurant
I can read short descriptions that discuss
I can compare nutritious food to non-nutritious
I can read a menu
I can order for someone else
I can match sentences with pictures
I can read a short dialogue
Suggestions for extra practice!
Thank you for your continued support!
This week we
say our good byes to the April showers and welcome the May flowers (and
hopefully some warmer temperatures)! The
mornings are still very cool on the playground, so make sure your child is
dressed to adapt to the temperature changes.
Last week I
tweeted a picture of our Barbara Reid inspired plasticine tree art. The class was very excited to hear the
Barbara Reid retweeted our picture!
Literacy: Please continue to listen to your child read/read
to them each night. When you are reading
with your child try stopping throughout the book to ask them questions about
what is happening, how they think the characters are feeling and if there are
words that they don’t understand.
are reviewing nouns, verbs and adjectives during word work. We are also
revisiting the long and short vowel sounds and digraphs (two letters that make
a new sound when combined: ch,sh,gh) during mini lessons. I have introduced some of my guided groups to
the website candohelper.com. It
has online and printable word work activities.
writing we continue to work on adding details to our writing using
adjectives. We want to paint a picture
in the reader’s head. We are also
working on editing our writing pieces. This
week we’re examining and experimenting with poetry.
This week our
numbers will be 134-137. You can ask
your child to show you the number as tens and ones, get them to skip count to
that number, make an addition or subtraction equation with that number as the
We continue to work on skip counting by twos, fives and
tens. Students should be able to start counting by twos at any even or
odd number and continue on to 100. They should be able to start at any
multiple of five and continue on to 100 by fives. The trickiest so far
has been counting by tens starting at any number 1-9. If we start at 4
they assume they are counting by fours. Skip counting is a real
world skill that students will use for the rest of their lives. It is
important that they understand that skip counting is more than memorising a
pattern, it is understanding and applying number patterns.
Some students are working on adding two digit numbers
while others are continuing to work on building their mental math strength with
sums to 20. We are also practicing
subtraction strategies. In addition to finding the correct answer students should also be able to explain
their thinking and show the strategy they used. We’re beginning to work on solving and writing
our own word problems. We will continue
working on our measurement unit, examining and comparing lengths and masses.
YAYW: We will be learning
about the life cycles of animals such as frogs, butterflies and birds and the
life cycles of plants. We will also
continue learning about bees. Last week
we read a book about the solar system, The Sun is Kind of a Big Deal,
and it was a hit!
Dates to Remember
April 29: Papa John’s
April 30: NO Tots n Taters
Please pack a lunch for your child if they had ordered lunch, breakfast program
May 1: Library books due
May 2: Great Canadian
May 3: No School for
students, Provincial meeting for teachers
a great week!