curriculum night 2013-2014 grade 4-5 french immersion mme. janine hagerman

Curriculum Night 2013-2014Curriculum Night 2013-2014Grade 4-5 French Immersion Grade 4-5 French Immersion

Mme. Janine HagermanMme. Janine Hagerman

Specialist SchedulesSpecialist Schedules

TuesdayTuesday: : Phys. Ed and MusicPhys. Ed and Music

ThursdayThursday:: Library Book ExchangeLibrary Book Exchange Phys. Ed and Music Phys. Ed and Music

FridayFriday: : Phys. Ed Phys. Ed

Homework Homework Homework assignmentsHomework assignments will be designed to will be designed to

extend and compliment lessons and concepts extend and compliment lessons and concepts learned in class. learned in class.

Where indicated, the students will be able to Where indicated, the students will be able to select either a Grade 5 or Grade 4 level of select either a Grade 5 or Grade 4 level of assignment. assignment.

Daily Reading LogsDaily Reading Logs : : The students will be asked The students will be asked to have a “just right” French book at home to read to have a “just right” French book at home to read at least 4 nights per week. A record of this reading at least 4 nights per week. A record of this reading will be rewarded in class. will be rewarded in class.

Assignments will be given on Assignments will be given on TuesdayTuesday, and , and collected the following collected the following MondayMonday. .

The The Homework BinderHomework Binder is also a communication is also a communication tool. It will need to be in the school bag every day. tool. It will need to be in the school bag every day.

Expectations For a Positive Expectations For a Positive Learning EnvironmentLearning Environment

RespectRespect is the key word. is the key word.

We come together at the beginning of the We come together at the beginning of the school year to agree on the best choices of school year to agree on the best choices of behavior that will help self and others learn.behavior that will help self and others learn.

Our class rules are posted and reinforced daily.Our class rules are posted and reinforced daily.

Seaside’s Code of Conduct is found in a Matrix. Seaside’s Code of Conduct is found in a Matrix. Please find this in your child’s Agenda. Please find this in your child’s Agenda.

PEBSPEBS

Our daily reward language is Our daily reward language is expressed in “expressed in “High 5sHigh 5s”. ”.

A A High 5High 5 is given to students who is given to students who exemplify attention to all of the exemplify attention to all of the expected learning behaviors taught expected learning behaviors taught in class.in class.

Fantastic FridayFantastic Friday phone calls: phone calls:

Health: Health:

Term 1:Term 1: Healthy Relationships to self and othersHealthy Relationships to self and others Term 2Term 2:: Healthy Community Healthy Community Term 3Term 3: : Healthy SelfHealthy Self

French Language ArtsFrench Language Arts

Appreciation of the French language Appreciation of the French language and of cultural diversity;and of cultural diversity;

Students need to Students need to demonstrate a positive attitude demonstrate a positive attitude toward the French language and towards toward the French language and towards FrancophoneFrancophone communities communities throughout Canada throughout Canada and around the world.and around the world.

They need to They need to respect and recognize cultural respect and recognize cultural diversitydiversity

French Language ArtsFrench Language Arts Example of an assessment tool ;Example of an assessment tool ;

L’élèveL’élève SouventSouvent ParfoisParfois RarementRarement

Speaks to his/her Speaks to his/her friends, the teacher friends, the teacher and visitors in Frenchand visitors in French

Uses French in a Uses French in a variety of situationsvariety of situations

Avoids using English, Avoids using English, using strategies to using strategies to solve solve

Demonstrates interest Demonstrates interest in improving his/her in improving his/her FrenchFrench

Uses vocabulary and Uses vocabulary and expressions modeled in expressions modeled in class. class.


Special projects that will enhance student Special projects that will enhance student

appreciation of culture and language;appreciation of culture and language; - use of electronic penpals - use of electronic penpals “Epals” or Skype partners“Epals” or Skype partners - a unit of study on children around the world with a - a unit of study on children around the world with a

focus on the Rights of the Child ( UN) and on how focus on the Rights of the Child ( UN) and on how these rights are and are not upheld in various these rights are and are not upheld in various contexts.contexts.

- special guests- special guests - field trips. - field trips. - frequent airing of French media in class - frequent airing of French media in class

French Language ArtsFrench Language Arts Listening and SpeakingListening and Speaking - T- The students will learn specific strategies to help he students will learn specific strategies to help

them anticipate the meaning of what is spoken in them anticipate the meaning of what is spoken in French.French.

- They will learn specific listening behaviors, which - They will learn specific listening behaviors, which tie in to the overall goals of the school’s and class’s tie in to the overall goals of the school’s and class’s codes of conduct, with an emphasis on respect. codes of conduct, with an emphasis on respect.

- Students will accumulate, through teacher - Students will accumulate, through teacher modeling, several ways to use French vocabulary modeling, several ways to use French vocabulary and sentence structures, without resorting to using and sentence structures, without resorting to using English.English.

- The teacher will correct language only using - The teacher will correct language only using judicious means, never singling out an error made judicious means, never singling out an error made by a particular student.by a particular student.

French Language ArtsFrench Language Arts Listening and Speaking,Listening and Speaking, cont’d cont’d Students are guided towards several in-class resources Students are guided towards several in-class resources

while using their listening and speaking skills in French.while using their listening and speaking skills in French. The development of a repertoire of resources is part of The development of a repertoire of resources is part of

the student’s skill set in communicating in French. the student’s skill set in communicating in French. Assessment toolsAssessment tools: : ChecklistsChecklists Oral presentationsOral presentations Class participation in discussionsClass participation in discussions RubricsRubrics Listening tasks where the main idea and details need to Listening tasks where the main idea and details need to

be extracted and notedbe extracted and noted Samples of student responses to oral textsSamples of student responses to oral texts Anecdotal notes Anecdotal notes


Reading and ViewingReading and Viewing Students need to develop comprehension Students need to develop comprehension

strategies in various reading contexts; strategies in various reading contexts; Read AloudRead Aloud

Shared ReadingShared Reading Independent ReadingIndependent Reading

Guided ReadingGuided Reading


Reading and Viewing;Reading and Viewing; Students will read for various purposes; Students will read for various purposes; For pleasure, for information, for the sake of For pleasure, for information, for the sake of

critical analysis …critical analysis … They need to demonstrate their understanding of They need to demonstrate their understanding of

text through a variety of means, such as a text through a variety of means, such as a Reading Journal, Book Talk, Book Club, responses Reading Journal, Book Talk, Book Club, responses to procedural texts, personal reactions…. to procedural texts, personal reactions….

The use of graphic organizers is strongly The use of graphic organizers is strongly encouragedencouraged. .


Reading and Viewing;Reading and Viewing; Texts will vary in how they are presented. They Texts will vary in how they are presented. They

may be films and other visual textsmay be films and other visual texts Comprehension strategies includeComprehension strategies include Connections with prior experiences, with personal Connections with prior experiences, with personal

experience, with other texts, and with events in experience, with other texts, and with events in real life in general ( the world) real life in general ( the world)

Wondering…. Wondering…. VisualizingVisualizing

Making InferencesMaking Inferences Transforming thoughtTransforming thought....


Reading also involves the analysis of; the author’s Reading also involves the analysis of; the author’s intent, point of view, bias and stereotyping, intent, point of view, bias and stereotyping, accuracy of information, usefulness of text, accuracy of information, usefulness of text, effectiveness of text layout…. effectiveness of text layout….

This critical thinking is highly valued in Grade 4-5This critical thinking is highly valued in Grade 4-5


Writing and RepresentingWriting and Representing Writing will be integrated throughout the day Writing will be integrated throughout the day

across the curriculum.across the curriculum. Writer’s WorkshopsWriter’s Workshops will be held to teach the craft will be held to teach the craft

of writing as well as to address all technical and of writing as well as to address all technical and theoretical matters, in the form of mini-lessons…theoretical matters, in the form of mini-lessons…

A strong emphasis is on the process of developing A strong emphasis is on the process of developing quality writing, over the actual product. quality writing, over the actual product.

Some pieces will be selected to be brought Some pieces will be selected to be brought through to the “ publication” stage.through to the “ publication” stage.


Writing…Writing… Grammar and spellingGrammar and spelling are emphasized are emphasized

throughout the process, where mini-throughout the process, where mini-lessons address specific grammatical lessons address specific grammatical difficulties, and practice is required for difficulties, and practice is required for students to improve. students to improve.

Spelling is addressed in the form of word-Spelling is addressed in the form of word-study; study; examining prefix, suffix, root, word families, examining prefix, suffix, root, word families, phoneme families, words that have roots in other phoneme families, words that have roots in other languages, words that are similar to the English.languages, words that are similar to the English.

English Language ArtsEnglish Language Arts

Listening and Speaking:Listening and Speaking: Developing maturity in social interactions, by Developing maturity in social interactions, by showing respect for the ideas, thoughts and opinions showing respect for the ideas, thoughts and opinions of others, by developing strategies to of others, by developing strategies to listen listen attentivelyattentively, and , and knowing how to engage in knowing how to engage in discussiondiscussion by taking turns. by taking turns.

As the year progresses the expectations shift to As the year progresses the expectations shift to attending to and attending to and using specific vocabularyusing specific vocabulary, , listening listening and responding criticallyand responding critically, and , and giving oral giving oral presentationspresentations. .


Reading and Viewing:Reading and Viewing: Showing the ability to select Showing the ability to select ““Just Right”Just Right” books books

that are appropriate for reading level, expanding that are appropriate for reading level, expanding interests, by reading interests, by reading “widely” from a variety of “widely” from a variety of genresgenres, and engaging the behaviors that show , and engaging the behaviors that show that “that “Reading is ThinkingReading is Thinking”,”, such as taking notes such as taking notes of thoughts, feelings, and impressions. of thoughts, feelings, and impressions.


Reading Reading This year the students will read for the purpose of This year the students will read for the purpose of

answering “research” questions. They will expand answering “research” questions. They will expand on note-taking skills, will learn to find information on note-taking skills, will learn to find information from many sources, books, internet, interview, from many sources, books, internet, interview, magazines…magazines…

They will be learning the conventions of They will be learning the conventions of information text in particular during this time. information text in particular during this time.


Reading: Reading: Students will be developing Students will be developing comprehension comprehension

strategiesstrategies that will help them with; making that will help them with; making connections with prior knowledge, wondering, connections with prior knowledge, wondering, visualizing, making inferences ( reading between visualizing, making inferences ( reading between the lines) and transforming their thinking. the lines) and transforming their thinking.

They will be They will be expanding on their vocabularyexpanding on their vocabulary.. They will be They will be developing greater fluency and developing greater fluency and

accuracyaccuracy . .


Writing:Writing: Using the Writer’s Notebook, students will collect Using the Writer’s Notebook, students will collect

ideas as “seeds” of eventual writing. They will be ideas as “seeds” of eventual writing. They will be writing personal narratives, will be experimenting writing personal narratives, will be experimenting with writing in various genres. with writing in various genres.

They will work through the process of writing with They will work through the process of writing with an emphasis on pre-writing skills; selecting ideas, an emphasis on pre-writing skills; selecting ideas, organizing with/without the use of graphic organizing with/without the use of graphic organizers, and outlining their drafts. organizers, and outlining their drafts.


A note about A note about SPELLINGSPELLING……..……..

Within the context of reading and writing Within the context of reading and writing workshops, we will be looking at workshops, we will be looking at spelling spelling conventionsconventions. . Word studyWord study activity will be activity will be extended into practice at home. extended into practice at home.

Students will be asked to keep up a Students will be asked to keep up a word bankword bank in in class to assist them in writing words they class to assist them in writing words they frequently encounter and needfrequently encounter and need . .

MathematicsMathematics

Mental Math:Mental Math: (Time limited tasks) (Time limited tasks) Addition and Subtraction FactsAddition and Subtraction Facts Multiplication and Division FactsMultiplication and Division Facts EstimationEstimation Visual-Spatial DiscriminationVisual-Spatial Discrimination Geometry: Geometry:


Term 1: Term 1: Whole Number SenseWhole Number Sense Decimal Number SenseDecimal Number Sense Operation Sense with Addition, Operation Sense with Addition,

Subtraction, MultiplicationSubtraction, Multiplication Measurement: Perimeter, AreaMeasurement: Perimeter, Area Data Management: Stem and Leaf, Data Management: Stem and Leaf,

Double Bar and PictographsDouble Bar and Pictographs


Term 2Term 2 Number Sense with Fractions and DecimalsNumber Sense with Fractions and Decimals Operation Sense: Additions, Subtraction, Operation Sense: Additions, Subtraction,

Multiplication and DivisionMultiplication and Division 3D Geometry : Motion geometry3D Geometry : Motion geometry Measurement: Standard International units, Measurement: Standard International units, Data Management: Line graphs and Data Management: Line graphs and

Coordinate Graphs Coordinate Graphs


Term 3Term 3 Geometry: Angles, Triangles, Geometry: Angles, Triangles,

QuadrilateralsQuadrilaterals Measurement: Angles Measurement: Angles Data Management: Double Bar Data Management: Double Bar

graphsgraphs ProbabilitiesProbabilities

Sciences humainesSciences humaines

Grade 5Grade 5 Grade 4Grade 4

Time, Continuity and ChangeTime, Continuity and Change

InteractionsInteractions The Nature of ExplorationThe Nature of Exploration

People, Place and EnvironmentPeople, Place and Environment

Ancient SocietiesAncient Societies Exploring our WorldExploring our World

InterdependenceInterdependence

Social Structure of Medieval Social Structure of Medieval SocietiesSocieties

Exploring the Landscapes of Exploring the Landscapes of Canada ( Human and Political) Canada ( Human and Political)

Citizenship, Power and GovernanceCitizenship, Power and Governance

GovernanceGovernance Physical Landscape of Canada. Physical Landscape of Canada.

Sciences humainesSciences humaines

Assessment:Assessment: Modes of collecting information on student understanding Modes of collecting information on student understanding

are varied.are varied. Project: My Treasure Box and Personal TimelineProject: My Treasure Box and Personal Timeline Note-taking: Organizing information in tables, charts, using Note-taking: Organizing information in tables, charts, using

graphic organizersgraphic organizers Class participationClass participation Role playsRole plays Oral presentationsOral presentations Jigsaw cooperative learning situationsJigsaw cooperative learning situations TestsTests Attitude and class behaviorsAttitude and class behaviors

SciencesSciencesGrade 5 Grade 5

The Human Body The Human Body Ecosystems:Ecosystems: Observing weather, Observing weather,

climate and habitatclimate and habitat Forces and Simple Machines-Light Forces and Simple Machines-Light

and Soundand Sound Rocks and Minerals/Matter Rocks and Minerals/Matter

( properties and changes ) ( properties and changes )

ScienceScienceGrade 4Grade 4

Rocks and MineralsRocks and Minerals LightLight SoundSound HabitatsHabitats

ArtArt

Term1:Term1: Express themselves in relation to the Express themselves in relation to the

world through art-makingworld through art-making Compare art across time ( link to Social Compare art across time ( link to Social

Studies Unit on Exploring History and Studies Unit on Exploring History and Ancient Civilizations)Ancient Civilizations)

Use a combination of the visual elements Use a combination of the visual elements and principles of art and design in art-and principles of art and design in art-making making

Develop ability and initiative in the use of Develop ability and initiative in the use of techniques techniques

ArtArt

Term 2Term 2:: Collaboratively to apply learned skills, solve Collaboratively to apply learned skills, solve

problems and express ideas.problems and express ideas. Discuss ideas and approaches with sensitivity and Discuss ideas and approaches with sensitivity and

respectrespect Demonstrate that there are many ways of Demonstrate that there are many ways of

perceiving and knowingperceiving and knowing Use appropriate language in expressing their own Use appropriate language in expressing their own

responses to artworksresponses to artworks Demonstrate a sensitivity towards the natural and Demonstrate a sensitivity towards the natural and

built environment through their artworkbuilt environment through their artwork

ArtArt

Term 3:Term 3: Contrast personal styles of a variety Contrast personal styles of a variety

of artistsof artists Describe art and the lives of artists Describe art and the lives of artists

within cultural/historical/social within cultural/historical/social contextscontexts

Examine the role of the media and Examine the role of the media and discuss its effects on their lives discuss its effects on their lives

Questions?Questions?

You can find all curriculum resources You can find all curriculum resources in the Document Depot of the Nova in the Document Depot of the Nova Scotia Department of Education Scotia Department of Education

curriculum night 2013-2014 grade 4-5 french immersion mme. janine hagerman

Documents

french language artsreadin

french book

french immersion

french vocabulary

pebsour daily reward

class resources

class rules

students skill