Uploaded by Rahat AbdulRazzaq

Welcome Letter

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Welcome to Primary!
My name is Rahat Razzaq. I am excited to begin the 2021-2022 school year at Maritime Muslim
Academy as a Primary Teacher. I have over eight years of teaching experience in different age
groups. My goal is to assist each child so that they can reflect on improved learning outcomes
every day. Await with pleasure to creating a learning environment where students become
emotionally engaged and imaginative learners.
Course outline, Outcomes, and Skills
I would like to share the course outline, outcomes, and skills which your child will be able to
attain by the end of this academic year.
English Language Arts Primary will cover the following core competencies.
Phenolic Knowledge and skill;
 Identify letter and their sounds.
 Blending sounds; blend three sounds to make a word.
 Substituting; add sounds to the beginning and ending of words, use the names of letters to
spell words, begin to use letters to represent sound, demonstrate an awareness of lettersound relationship (most)
Listening and Speaking Skill;
 Learners develop their oral language skills through varied experiences.
 They need multiple opportunities to practice listening and speaking, asking and
responding to questions, and sharing ideas and opinions.
Reading and Viewing Skill;
 Learners need to understand what they see and view to make meaning of the world
around them. Learners grow as readers by making connections between and among texts
and selecting purposeful texts.
 Learners use the research process to gather reliable information, question source(s) of
information, and use this information to broaden understanding. The research process
allows learners to gain insight into various topics.
 Learners interact with various texts by sharing, supporting, or challenging ideas. Learners
make connections and react to texts from and through multiple perspectives. By critically
responding to texts, new understandings emerge.
Writing and Representing Skill:
 Learners communicate their ideas, experiences, and feelings through a variety of written
and digital representations. Learners’ written words convey their thoughts and ideas to an
intended audience.
 Learners explore, clarify, and reflect on their ideas, experiences, and feelings to confirm
that representations accurately convey their thoughts and ideas to the audience.
Mathematics Primary will cover the following core competencies.
Number (N)

In grade Primary, although students say number names to 20, the focus is on developing a
strong understanding of numbers to 10. Students explore numbers to 10 using concrete
materials, pictures, words, and symbols.
Patterns and Relations (PR)
 In grade Primary, students use concrete materials, sounds, and actions to learn about
repeating patterns.
Measurement (M)
 In grade Primary, students begin exploring the measurement of length, mass, volume, and
capacity by comparing two objects directly.
Geometry (G)
 In grade Primary, students begin to learn about 3-D objects.
Science Primary will cover the following core competencies.
 Learners will investigate sand and water through the senses.
 Learners will compare living things through the senses.
 Learners will investigate materials through the senses.
 Learners will test movement of objects.
Social Studies Primary will cover the following core competencies.
 Learners will investigate groups to which they belong.
 Learners will investigate how cooperation is an important part of being a group member.
 Learners will investigate how local people, including Acadians, African Nova Scotians,
Gaels, Mi’kmaq, and various cultural groups, have varied traditions, rituals, and
celebrations.
Health Education Primary will cover the following core competencies.
 Learners will investigate a range of emotions that humans share.
 Learners will investigate various family structures.
 Learners will investigate safe practices and effective strategies for personal safety and
injury and disease prevention.
Teaching your child is a tremendous responsibility. I will do my best to ensure that each student
has a safe and motivating learning experience in this upcoming year. However, I cannot do this
without the help of you, the parents. We are partners in the learning process.
I believe that parent-teacher relationships are necessary for maximum achievements and school
success. As the year unfolds, I will communicate with you through the use of my website, notes,
telephone calls, emails, and parent-teacher conferences. I encourage you to contact me if you
have any questions or concerns at any time. You can call me at the school, send me a written
note, or contact me via email.
Classroom Expectations and Policies
The building of good classroom culture is essential to every child's success, confidence, and
wellbeing. It is vital for all children to feel that their classroom environment is safe and secure.
There should be no physical or emotional dangers present. In addition, each child must learn to
develop self-discipline and good work habits, resolve conflicts peacefully, and think
independently. For these reasons, the discipline plan I have chosen has several components.
First, the children will learn the purpose of classroom expectations and develop the idea that our
classroom is a community with the common goal of learning, growing, and becoming friends.
I expect the students to:
Be Respectful Be Responsible Be Safe
The second aspect of the discipline plan addresses the possible consequences of breaking class
rules. Examples of logical consequences include distractions or bothering classmates during
classroom activities deserve a time-out, spending recess time completing work, cleaning or
repairing damaged property, or written/verbal apologies for aggressive behavior, name-calling,
or ridicule towards other children. This list is not inclusive since it is impossible to predict all
incidents of misbehavior that may occur during the year. It is vital to have a consequence based
on the conduct and act as restitution/solution for the mistake. Parents will be notified by phone or
email when severe or persistent rule breaks occur in classrooms.
Finally, discipline includes praise. Our Primary classroom will focus on positive behaviors with
lots of positive reinforcement. Praising students when they have contributed positively to the
classroom environment is also a disciplinary tactic. Students need recognition not only for
positive reinforcement but for building self-esteem and self-worth. All students will receive
praise when appropriate; good behavior is always worth encouraging and admiring.
I believe it is imperative to communicate between home and school. I will do my best to keep
you informed.
Warm Regards,
Rahat Razzaq
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