Welcome to Room 8
Grade 3
French Immersion
Curriculum Outline
2014-2015
Mme Pagliaro
Overview

Classroom Routines

Timetable

Homework Expectations

Field Trips

Curriculum content

Assessment, evaluation and reporting

Parent Communications /Volunteers

Websites
Classroom Routines

The students are expected to be respectful, have a good attitude, do their
best and most of all be resourceful.

The students are expected to eat their recess snack and their lunch quietly at
their desk.

The students work in the classroom in desk groupings, 3 tables. Each group is
responsible for working quietly and cooperatively and for keeping their area
tidy. On a regular basis groupings are changed to provide students an
opportunity to work with various classmates.

We have a point system (I give out the $1 monopoly money) to encourage good
classroom behaviour, working independently and cooperating, being helpful
towards others, participating and providing leadership when working in
groups.

Only French is spoken in the classroom.

The students have classroom tasks to help run the classroom. They learn
what responsibility is when helping to empty the recycling bin, bringing down
the attendance to the office, keeping our scissors and rulers accounted for
etc.

The students are expected to arrive on time at school

When students return from an absence, they are responsible for completing
the homework they missed.

our school (classroom) is nut-free

no electronics, cell-phones or expensive toys
Timetable /Technology

This year M. El Aziz is teaching Science to the class for 140
minutes a week and Mme Sadeek is teaching Music for 80
minutes.

All other subjects are taught by me

Physical Education is scheduled for two periods of 40 minutes
every week and DPA (daily physical activity) for another 100
minutes a week, approximately 20 minutes a day

We have a book exchange in the school library once a week every
day 1

In the classroom we have two desktops computers and 4 laptops.
We also have a cart on the floor of 10 laptops computers that can
be singed out if needed for whole class use.

Children will be using computers during literacy center time where
they will be visiting mostly language web sites

They will have some practice with Microsoft Word, Microsoft Power
Point and Google Maps throughout the year.
Homework Expectations

Homework is recorded in the agenda every day (No homework on weekends). Parents
are asked to initial the agenda after their child has completed their work, on a daily
basis

There is usually 30 minutes of homework on average, not including independent
reading

homework usually includes exercises that are an extension of classroom work.

homework will be mostly math and grammar on a weekly basis; oral book report
presentations and some special projects throughout the year

with minor assistance, your child should be able to complete the homework
assignments independently and effectively within the time frame. Homework is
always explained in class before it goes home.
Home Reading Program:

15 to 20 minutes in French every night

your child chooses books at his reading level from the classroom leveled- books bins
every day before going home

books are to be recorded in the reading log (carnet de lecture) and should be dated
and initialed by the parent. ( throughout the year, there will be a few oral book reports
that the students will be required to present)

When homework is incomplete or not done, students will be asked to stay in to
complete it , or it may be re-sent home to be finished for the following day.
Field Trips
Some of the field trips we are considering for this year include:

Community walk- (mapping skills) in the fall

Speaker from the Town of Markham planning & development
department- in the fall

Bruce’s Mill- (Maple syrup production)- in the spring

The Pickering Pioneer Village - in May-June

All field trips and guests are carefully selected to complement the
curriculum and enhance the learning of our students. They are
considered an important part of our program and all students are
expected to participate.
Curriculum guidelines
French Language/Literacy
Oral Language

drama/role-playing activities - through the use of a child’s natural
interest in drama and role-playing we will practise speaking with
expression and intonation by doing activities such as reader’s
theatre, simple dialogues, role-play and dramatizations of stories.

book talk - learning to express ideas about stories read in the
guided reading groups, with partners (literature circles), oral book
reports

oral presentations – for culminating activities such as for social
studies, presenting a project on topics such as pioneer life or
comparison of some communities in Ontario.

Everyday class participation and group work.
Reading
(a balanced program of shared, guided, independent)
The children will read daily through a variety of means:
 shared reading (whole class) with reading followup activities that foster comprehension and
increase students’ knowledge of story elements:
 guided reading (with the teacher in small groups),
where we will be using levelled books from our book
bins so that the students will be taught reading and
comprehension strategies with groups of students
at the same reading level
 During the literacy period the children will also be
involved in other literacy activities at centers such
as the computer centre, the independent
reading/reading response centre, the word study
centre and the writing centre.
Process Writing/ Printing
 the children are expected to organize ideas, draft and
revise their writing using different forms.
 They are expected to edit and proofread their writing using
their knowledge of language conventions and appropriate
resources to correct their errors.
 The children will practice sentence writing during the
beginning part of the school year, and reading response
activities, based on texts in the guided reading groups, will
take place throughout the year. The children will be
expected to print legibly. We will also learn cursive writing
in grade 3.
Reading strategies
and Writing forms
Reading Strategies
Term 1
January
September- -Predicting
-Making connections
-Visualizing
-Summarizing
-Identifying Important
Ideas
-Retell- story elements
Term 2 – February – Identifying Important
June
Ideas
Retell- story elements
Questioning
Inference
Synthesizing
Forms of Writing
-Autobiography
-Biography
-Narrative
-Narrative with dialogue
-Story retells ( resumé)
-Comic strips
-Legends (First Nations)
-Recounts,journals (Pioneers)
Mathematics
The mathematics textbook we are using is “La Chenelière”. This program focuses on
problem-solving, whole class and small group work. The Mathematics provincial test
(E.Q.A.O.) in May will be administered to the grade 3 students in French.
Strand
Number
Sense
Numeration
Term 1
Term 2
and Number line, base ten, 3 digit -Multiplication to 7 introduction
addition
and
subtraction, to the concept of division,
counting and writing # to 100
-Money
Measurement
Linear measurements, time
-Measurement
of
capacity, weight,
Geometry
2d, 3D figures
-Location and Movement on a
grid:
-Coordinate System
-Translations, reflections
and rotations
Patterning and Algebra
Increasing/decreasing numeric Attributes
and
non-numeric
patterns,
patterns
on
the patterns
hundred board, the regularity in
numeric patterning
Graphs, bar graphs, pictographs Simple probability theory
Data Management
calendar,
Social Studies
The new Social Studies program for grade 3 is organized into
two strands: Heritage and Identity and People and
Environments: Living & working in Ontario.
First Term: students will learn about the major landforms in
Ontario; identify on maps the regions and cities that have
been established in Ontario. Students will become familiar
with the connection that exists between the natural
environment of a region and the type of community that has
been established there, including land use and employment
opportunities in that community.
Second Term: students will be learning about early Canada.
They’ll learn about the life of the First Nations people in
Upper and lower Canada during 1780- 1850, the pioneer
settlers and the communities they established.
Science
 The Science program for grade 3 is organized into four
strands: “Life Systems”, “Matter and Energy”,
“Structures and Mechanisms”, and “Earth and Space
Systems”. A science series entitled Sciences et
Technologies will be used as the basis for science
discussions and activities.
Music, Drama, Dance and Visual Arts

For music Main focus: Understanding melody. Units: Music in my
life, soundscapes, listening, melody maps. Instruments: Non-tonal
percussive and tonal ORFF instruments.

For Drama the children will have opportunities to create Reader’s
Theatre sketches, dramatize vignettes in various types of stories

For Dance they learn a variety of Canadian folklore dances moves
and we also invite into the school a teacher for Hip Hop dance

In Visual Arts, they will have the opportunity to use a variety of
materials and be familiarized with the elements of design; line,
shape and form, space, colour and texture.
Health & Physical Education
 The students will participate in activities in the gym and
occasionally (weather permitting) in the school yard. They
will participate in cooperative games, aerobics activities
and learn to use different kinds of gym equipment such as
hoops, scooters, skipping ropes etc.
 Topics addressed in the Health portion of the curriculum
include safety at school, at home and in the community,
nutrition, human development, and identification of
substances which can be addictive (e.g. coffee, nicotine,
etc.)
Assessment, Evaluation &
Reporting
Reporting:

Reporting will take place three times throughout the school year (mid-November
2014, mid-February 2015 and end of June 2015). The November report card is an
Interim report, not as detailed as the other two. Parent-teacher interviews, however,
will take place in November.
Evaluation and Assessment of Work:

The evaluations that you will see with your child’s work will include the following:

rubrics for important assignments (evaluation grids with levels 1, 2, 3, 4)

written comments outlining areas for improvement
Evaluation Levels:

4+, 4, 4- (exceeds the provincial standards – at the grade level) (A)

3+, 3, 3- (meets the provincial standards)****
(B)

2+, 2, 2- (slightly below the provincial standards)
(C)

1+, 1, 1- (far below the provincial standards)
(D)
Parent Communications
Volunteering

Monthly newsletters will be on the school web site or a hard copy will be sent home. They will
include explanations of our units of study during that period, important dates and field trips
that will be taking place. Class quizzes, tests will be sent home when graded. At some point
during each of the terms, your child will also bring home the work completed in the different
subject areas. Please initial the work your child shares with you, before returning it to school.

Should you need to contact me at any time, you may write a note in your child’s agenda, or
call the school and leave a message on the voice mail. I will get back to you as soon as
possible. The phone number and my extension are 905-294-3562 ex 208. Please, do not leave
voice mail messages for same day issues – kindly call the office directly for that.

Absences need to be called directly to the school Safe Arrival number 1-855-203-2994, before
8:15 am. Even pre-scheduled absences need to called in to the number, whether you have
writing a note in the agenda or not.

Should I need to contact you, I will either write a note in the agenda call you directly on the
your phone.

If you can read French, we are always in need of parents who can listen to the children read,
as this is the area where we can use a parent’s help.

We are also looking for a parent who can come in once a week to do the laminating for the
school on our laminating machine, located in the basement.

If you have an expertise that is relevant to our curriculum, please let me know and we can
arrange for you to come to speak to the class.

Some parents have already volunteered, we need a parent for laminating
Websites
 www.yrdsb.ca/schools/franklinstreet.ps

http:/www.edu.gov.on.ca

http:/www.cpf.ca
(for Ontario curriculum documents)
(Canadian Parents for French)
Educational web-sites
Language

tumblebooks.com (username: franklinstps, password: books),
choose ‘French’ explore read-aloud stories in French

languagesonline.org.uk (choose French on left side of screen)
grammar based activities

www.duplaisiràlire.com (more grammar-based activities)

le conjugueur.com (for verb conjugation, a becherelle online)

http://ngfl.northumberland.gov.uk

wordreference.com (translation site)
Websites (cont’d)
Math

linktolearning.com (choose Mathematics, then Math 3
Under the Sea) -a wide variety of interesting activities
in all subject areas

mathfactcafe.com
a wide variety of computation drills Social Studies

collectionscanada.gc.ca/settlement/kids
games related to Aboriginals of Canada
Thank you for
coming