Madame Sampogna, OCT, BEd, BAGrade One French Immersion

Elder’s Mills Public School - YRDSB

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Introduction

Welcome to Grade 1 French Immersion Program! Please be aware that our program is based on the Grade 1 Ontario Ministry Curriculum and that all subjects are taught in French. For more information about the Curriculum, you are welcome to visit the Ontario Ministry of Education website at: www.edu.gov.on.ca/eng/teachers/curriculum.html

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Education Team

This year, we are pleased to offer your child an exciting educational experience at Elder’s Mills! Here is a list of the teachers with whom your child will be working in our Grade 1 class: Me, Madame Sampogna (Literacy, Math, Science, Social

Studies, Music, Daily Vigorous Physical Activity - DVPA, Computers & Social Skills)

Madame Martins (Health and Physical Education) Madame Nursimulu (Visual Arts, Drama & Dance) Madame Esposito (Library Literacy)

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Entrance/Exit Routines & Expectations

In order to facilitate a safe and orderly school day, please ensure that you and your child are mindful of the following expectations for entry and exit:

Parents are not permitted in the school building – parents must report to the office

1st bell rings at 8:37 a.m. first entry, children enter the school and get organized with learning materials

2nd bell at 8:45 a.m. at this point children are in the classroom, O Canada, announcements

Children who arrive after 8:45 a.m. are late and must report to the office before coming to class

Children are expected to bring their agenda bag and agenda to school and back home daily

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Timetable

Literacy instruction occupies 100 minutes daily (Oral Communication, Reading, Writing, Media Literacy)

Math instruction is provided daily The other curriculum subjects are provided at various times during the

week as per our class timetable (i.e., Science, Social Studies, Health & Physical Education and the Arts [Music, Drama, Visual Arts, Dance])

Health and Physical Education is taught on Day 2 & Day 3 with Madame Martins Daily Vigorous Physical Activity (DVPA) occurs on Day 1, 4, & 5 with Madame

Sampogna (this is when the students do not have scheduled Physical Education classes)

Children must wear appropriate footwear or they will not be able to participate Visual Arts occurs on Day 1 with Madame Nursimulu Library Literacy and Book Exchange takes place on Day 4 with Madame Esposito Drama and Dance is taught on Day 2 with Madame Nursimulu Music takes place everyday with Madame Sampogna

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Daily Literacy Program

We begin the day with Shared Reading For example, the morning message

During Literacy time, and other subject areas, the teacher will conduct a Read Aloud When reading a story, the teacher models fluency,

expression, proper pronunciation of words, makes references to the pictures then leads the students to think about how the story relates to their own experiences

Guided Reading is an important part of your child’s daily reading development Very soon, the teacher will work with small groups of

approximately 5 children to reinforce the reading strategies that were modeled during the read aloud

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Daily Literacy Program (cont’d)

Independent Reading Students are beginning to read very simple pattern

books and can read them independently at their desks or on the carpet

Reading with a Partner Students will begin to read their simple texts to a

friend in the days and weeks to come

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Learning Objectives and Success Criteria

We provide learning objectives and success criteria to help students know what they are learning and what they need to do to be successful:

The Learning Objective explains to children what they will be learning (curriculum expectation in child friendly language)

The Success Criteria acts as a reference to help children know if they are doing their work correctly and achieving the learning objective

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Homework Expectations

Homework will begin in early October. Look out for a notebook labelled “Mes devoirs”and a plastic bag labelled “Sac de lecture”! Homework will consist of a review activity and reading of the texts provided in the reading bag.

The notebook labelled “Mes devoirs” will include a calendar with homework activities for the entire month.

Please be advised that the “Mes devoirs” homework notebook and “Sac de lecture”reading bag must be brought to and from school daily.

Homework is intended to be completed at home and is an opportunity for children to practise the concepts that they have previously learned at school. Each activity is designed to last a maximum of 10-15 minutes.

Homework does not get assessed, however it will be only checked for completion.

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Special Events/Trips

Each year, we provide special events that are intended to be extensions of what we are learning in the classroom. Therefore, all of our activities and/or presentations are directly linked to the Ontario curriculum.

Examples of possible special activities/trips: Visits and fun activities with real scientists Health presentations by allergy experts Science trips to the Toronto Zoo Literacy, drama, dance, or musical presentations Physical activities by Jungle Sport Dance activities with the Dance 24/7 company

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Behaviour Management

Our children often require support to maintain appropriate behaviour for learning and interaction with others. Here are a few examples of how I support the children in

our class and help them to develop self-regulation skills: 1 – 2 – 3 Magic / Traffic Light Behaviour System

Children will receive a green card for good behaviour, a yellow card will serve as a warning when inappropriate behaviour arises, and a red card is used when inappropriate behaviour continues and merits further intervention by the teacher as well as a reflection on the child’s part

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Behaviour Management (cont’d)

Agenda The teacher will circle a face beside today’s date to provide you with a brief overview of your child’s behaviour through the day. For example,

smiling face = a good day

expressionless face = a so-so day

sad face = a challenging day Rewards (e.g., special pencils, stickers, etc., may be

given out to reward or further encourage positive behaviour and efforts)

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Communication with Parents

Teacher/Parent communication is vital to your child’s learning. Here are the most effective means by which we can communicate:

Written notes in your child’s agenda Phone calls/voicemails directed to the teacher’s extension 116 Monthly calendar from classroom teacher which includes important dates,

reminders, the curriculum expectations for the month and what you can do at home to help support your child’s learning.

Please visit our class website www.schoolrack.com/mmesampogna to view all class newsletters and class calendars as well as explore great websites.

Monthly school newsletter (Electronic versions sent via your e-mail address. Let’s save our environment!)

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Communication with Parents (cont’d)

Descriptive Feedback Soon you will begin to receive a folder labelled “Regarde mon travail!”,

with examples of what your child is learning, along with feedback on your child’s achievement and recommendations for improvement. Please take the time to review the work with your child, sign it and return it to school the following day.

Tests Most quizzes/tests will be sent home in a folder labelled, “Mon dossier

d’évaluation” with a rubric (a sheet that will detail your child’s achievement). Similar to the “Regarde mon travail” folder, kindly take a moment to go over the test with your child, sign it and return it to school the following day.

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Attendance

When your child arrives late to school, he/she must report to the office before going to classroom as previously communicated

Consistent attendance is imperative for instructional purposes When your child is late in the morning in particular, it disrupts the

consistency of their French language instruction and routines General absences (e.g., doctor’s appointments, illness) must be

reported to the office by phone and not to the teacher Any planned extended absences (e.g., vacations/trips) must be

reported to the office as well as the teacher in writing Homework is not provided for extended absences/vacations

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The Ontario Report Card

This year, you will receive three formal reports about your child’s learning Progress Report (November) Term 1 (beginning of February) Term 2 (end of June)

Learning Skills and Work Habits We are interested in how your child learns as well as what

they are learning while at school. Let us consider some examples of what learning skills look like and sound like.

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Responsibility

What does it look like? What does it sound like?• time management• using class time effectively• using agenda appropriately• prioritizing work• prepared for class (materials)• making use of available resources

to complete assigned tasks• establishing a goal and the steps

needed to achieve it• timely submission of

forms/money

• on-task conversations

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Independent Work

What does it look like? What does it sound like?• following and adhering to

instructions• utilizing available resources

without prompting• remaining focussed and on-task• not distracting others• staying in one spot/not wandering • using class time appropriately• not relying on classmates/teacher

• on-task buzzing/conversations• seeking clarification from

peers/teachers• asking questions• working quietly• whispers/quiet talking

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Collaboration

What does it look like? What does it sound like?

• active participation in a variety of roles• active listening• respectful and considerate behavior• completing own share of work• working well with others• volunteering to be a part of work• commitment to working through

challenges with group until task completion

• helping others• resolving conflicts in a positive manner

• using positive language• working quietly in group• appreciations• contributing to group discussions• sharing ideas in a respectful and

considerate manner• responding to others’ ideas and

opinions in a positive manner

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Initiative

What does it look like? What does it sound like?

• helping peers who need assistance• seeking extra help• maintaining a good attitude and

smiles• putting in effort and following

through• independently making good choices• taking risks • seeking opportunities to further

learning• demonstrating curiosity• commitment to achieving goals

• asking questions for clarification • asking questions for further inquiry• offering to help others (peers/

teachers)• good attitude• asking for feedback

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Self Regulation

What does it look like? What does it sound like?• ability to monitor own

behaviour• utilizing different resources to

support learning• persistent effort• willingly volunteering to stay in

for recess to seek extra support• establishing reasonable and

realistic goals • prioritizing goals• time management

• asking for help when needed• seeking clarification• articulating learning goals• articulating strengths and next

steps

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Merci! Thank you!

We have just begun the school year and the future is bright for your child! Take the time to have a family meeting to discuss the routines and expectations with your child. With your support, I am confident that your child can be successful this year.

In the event that you have any questions that arise from this information package, you are welcome to contact me at your convenience by writing a note in your child’s agenda or by leaving a message at the school on my voicemail at 905-893-1631 ext. 116.

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