Curriculum Night 2013-2014
Grade 4-5 French Immersion
Mme. Janine Hagerman
Specialist Schedules
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Tuesday:
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Thursday:
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Phys. Ed and Music
Library Book Exchange
Phys. Ed and Music
Friday:
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Phys. Ed
Homework
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Homework assignments will be designed to extend
and compliment lessons and concepts learned in class.
Where indicated, the students will be able to select either
a Grade 5 or Grade 4 level of assignment.
Daily Reading Logs : The students will be asked to
have a “just right” French book at home to read at least
4 nights per week. A record of this reading will be
rewarded in class.
Assignments will be given on Tuesday, and collected the
following Monday.
The Homework Binder is also a communication tool. It
will need to be in the school bag every day.
Expectations For a Positive
Learning Environment
Respect is the key word.
We come together at the beginning of the school
year to agree on the best choices of behavior
that will help self and others learn.
Our class rules are posted and reinforced daily.
Seaside’s Code of Conduct is found in a Matrix.
Please find this in your child’s Agenda.
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PEBS
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Our daily reward language is expressed in
“High 5s”.
A High 5 is given to students who
exemplify attention to all of the expected
learning behaviors taught in class.
Fantastic Friday phone calls:
Health:
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1:
Healthy Relationships to self and others
 Term
2:
 Healthy Community
 Term 3:
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Healthy Self
French Language Arts
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Appreciation of the French language and
of cultural diversity;
Students need to demonstrate a positive attitude toward
the French language and towards Francophone
communities throughout Canada and around the world.
They need to respect and recognize cultural diversity
French Language Arts
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Example of an assessment tool ;
L’élève
Speaks to his/her friends,
the teacher and visitors in
French
Uses French in a variety of
situations
Avoids using English,
using strategies to solve
Demonstrates interest in
improving his/her French
Uses vocabulary and
expressions modeled in
class.
Souvent
Parfois
Rarement
French Language Arts
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Special projects that will enhance student appreciation of
culture and language;
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- use of electronic penpals “Epals” or Skype partners
- a unit of study on children around the world with a
focus on the Rights of the Child ( UN) and on how these
rights are and are not upheld in various contexts.
- special guests
- field trips.
- frequent airing of French media in class
French Language Arts
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Listening and Speaking
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- The students will learn specific strategies to help them
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anticipate the meaning of what is spoken in French.
- They will learn specific listening behaviors, which tie in
to the overall goals of the school’s and class’s codes of
conduct, with an emphasis on respect.
- Students will accumulate, through teacher modeling,
several ways to use French vocabulary and sentence
structures, without resorting to using English.
- The teacher will correct language only using judicious
means, never singling out an error made by a particular
student.
French Language Arts
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Listening and Speaking, cont’d
Students are guided towards several in-class resources
while using their listening and speaking skills in French.
The development of a repertoire of resources is part of
the student’s skill set in communicating in French.
Assessment tools:
Checklists
Oral presentations
Class participation in discussions
Rubrics
Listening tasks where the main idea and details need
to be extracted and noted
Samples of student responses to oral texts
Anecdotal notes
French Language Arts
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Reading and Viewing
Students need to develop comprehension strategies in
various reading contexts;
 Read Aloud
 Shared Reading
 Independent Reading
 Guided Reading
French Language Arts
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Reading and Viewing;
Students will read for various purposes;
For pleasure, for information, for the sake of critical
analysis …
They need to demonstrate their understanding of text
through a variety of means, such as a Reading Journal,
Book Talk, Book Club, responses to procedural texts,
personal reactions….
The use of graphic organizers is strongly encouraged.
French Language Arts
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Reading and Viewing;
Texts will vary in how they are presented. They may be
films and other visual texts
Comprehension strategies include
Connections with prior experiences, with personal
experience, with other texts, and with events in real life
in general ( the world)
 Wondering….
 Visualizing
 Making Inferences
 Transforming thought..
French Language Arts
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Reading also involves the analysis of; the author’s intent,
point of view, bias and stereotyping, accuracy of
information, usefulness of text, effectiveness of text
layout….
This critical thinking is highly valued in Grade 4-5
French Language Arts
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Writing and Representing
Writing will be integrated throughout the day across the
curriculum.
Writer’s Workshops will be held to teach the craft of
writing as well as to address all technical and theoretical
matters, in the form of mini-lessons…
A strong emphasis is on the process of developing
quality writing, over the actual product.
Some pieces will be selected to be brought through to
the “ publication” stage.
French Language Arts
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Writing…
Grammar and spelling are emphasized
throughout the process, where mini-lessons
address specific grammatical difficulties, and
practice is required for students to improve.
Spelling is addressed in the form of word-study;
examining prefix, suffix, root, word families, phoneme families,
words that have roots in other languages, words that are similar to
the English.
English Language Arts
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Listening and Speaking:
Developing maturity in social interactions, by showing
respect for the ideas, thoughts and opinions of others,
by developing strategies to listen attentively, and
knowing how to engage in discussion by taking turns.
As the year progresses the expectations shift to
attending to and using specific vocabulary, listening and
responding critically, and giving oral presentations.
English Language Arts
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Reading and Viewing:
Showing the ability to select “Just Right” books that are
appropriate for reading level, expanding interests, by
reading “widely” from a variety of genres, and engaging
the behaviors that show that “Reading is Thinking”, such
as taking notes of thoughts, feelings, and impressions.
English Language Arts
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Reading
This year the students will read for the purpose of
answering “research” questions. They will expand on
note-taking skills, will learn to find information from
many sources, books, internet, interview, magazines…
They will be learning the conventions of information text
in particular during this time.
English Language Arts
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Reading:
Students will be developing comprehension strategies
that will help them with; making connections with prior
knowledge, wondering, visualizing, making inferences (
reading between the lines) and transforming their
thinking.
They will be expanding on their vocabulary.
They will be developing greater fluency and accuracy .
English Language Arts
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Writing:
Using the Writer’s Notebook, students will collect ideas
as “seeds” of eventual writing. They will be writing
personal narratives, will be experimenting with writing in
various genres.
They will work through the process of writing with an
emphasis on pre-writing skills; selecting ideas,
organizing with/without the use of graphic organizers,
and outlining their drafts.
English Language Arts
A note about SPELLING……..
Within the context of reading and writing workshops, we
will be looking at spelling conventions. Word study
activity will be extended into practice at home.
Students will be asked to keep up a word bank in class to
assist them in writing words they frequently encounter
and need .
Mathematics
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Mental Math: (Time limited tasks)
Addition and Subtraction Facts
Multiplication and Division Facts
Estimation
Visual-Spatial Discrimination
Geometry:
Mathematics
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Term 1:
Whole Number Sense
Decimal Number Sense
Operation Sense with Addition,
Subtraction, Multiplication
Measurement: Perimeter, Area
Data Management: Stem and Leaf, Double
Bar and Pictographs
Mathematics
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Term 2
Number Sense with Fractions and Decimals
Operation Sense: Additions, Subtraction,
Multiplication and Division
3D Geometry : Motion geometry
Measurement: Standard International units,
Data Management: Line graphs and Coordinate
Graphs
Mathematics
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Term 3
Geometry: Angles, Triangles,
Quadrilaterals
Measurement: Angles
Data Management: Double Bar graphs
Probabilities
Sciences humaines
Grade 5
Grade 4
Time, Continuity and Change
Interactions
The Nature of Exploration
People, Place and Environment
Ancient Societies
Exploring our World
Interdependence
Social Structure of Medieval
Societies
Exploring the Landscapes of
Canada ( Human and Political)
Citizenship, Power and Governance
Governance
Physical Landscape of Canada.
Sciences humaines
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Assessment:
Modes of collecting information on student understanding are
varied.
Project: My Treasure Box and Personal Timeline
Note-taking: Organizing information in tables, charts, using graphic
organizers
Class participation
Role plays
Oral presentations
Jigsaw cooperative learning situations
Tests
Attitude and class behaviors
Sciences
Grade 5
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The Human Body
Ecosystems: Observing weather, climate
and habitat
Forces and Simple Machines-Light and
Sound
Rocks and Minerals/Matter ( properties
and changes )
Science
Grade 4
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Rocks and Minerals
Light
Sound
Habitats
Art
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Term1:
Express themselves in relation to the world
through art-making
Compare art across time ( link to Social Studies
Unit on Exploring History and Ancient
Civilizations)
Use a combination of the visual elements and
principles of art and design in art-making
Develop ability and initiative in the use of
techniques
Art
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Term 2:
Collaboratively to apply learned skills, solve problems
and express ideas.
Discuss ideas and approaches with sensitivity and
respect
Demonstrate that there are many ways of perceiving and
knowing
Use appropriate language in expressing their own
responses to artworks
Demonstrate a sensitivity towards the natural and built
environment through their artwork
Art
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Term 3:
Contrast personal styles of a variety of
artists
Describe art and the lives of artists within
cultural/historical/social contexts
Examine the role of the media and discuss
its effects on their lives
Questions?
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You can find all curriculum resources in
the Document Depot of the Nova Scotia
Department of Education