What we will be learning this month

In March we will cover:

Language (WEEK 1)
Word Wall Words
-students will be given 5 words a week to practice for a test we will have on Fridays
-students complete a worksheet which entails the students creating sentences for the words
-every morning during community circle, we choral say, spell, and clap the syllables of each W.W.W.
-practice the words every night with your child

Poetry
-students will practice to read fluently
-students will use a variety of strategies before reading and viewing
-students will use the features of oral language to convey and derive meaning
-students will recognize sight words (W.W.W.) in the poem
-students will learn new vocabulary words
-students will use speaking and listening to extend thinking
-practice the weekly poem with your child every night

Hot Write
-students will freely write about a personal topic
-students will practice free writing
-students will practice their phonetic spelling

Student Presenting Work
-students are given an opportunity to present journal entries they’ve written to the class

Grammar (week 1 & 2)
-the lessen of the day will focus on a certain strategy (for example; periods and capitals)
-there will be a large group editing session where students will edit an entry I created on the board
-students will then self-edit or peer-edit a previously written journal entry or complete a handout which they will edit

Read Well (week 1 & 2)
-in assigned reading groups, students work through reading fluently, listening purposely to, using strategies to comprehend and clarify meaning to stories
-students read chorally, in pairs, individually, and with the teacher
-students work on workbooks that correlates with the story

Reading Power (week 1 & 2)
-in assigned groups, students predict, connect, question, and visualize stories as a large group, in pairs, and individually

Language (WEEK 1)
Writing – brainstorming
-students will be given a topic and will brainstorm what they will be writing about
-students will use a variety of strategies before writing and representing

Writing – plan
-students will be given a template that will help them plan out how they will write their entry
-students will use a variety of strategies before writing and representing

Writing – write
-students will begin their draft copy of their entry using their brainstorm and planner
-students will use a variety of strategies during writing and representing to express thoughts

Writing – add onto
-teacher will teach how to enhance an entry and students will add onto their writing to make it more interesting
-students will use a variety of strategies after writing and representing to improve their work

Math
Geometry
At the end of the unit students should be able to:
-sort 2-D and 3-D shapes using 2 attributes and explain the sorting rule
-describe, compare, and construct 2-D and 3-D objects
-identify 2-D shapes as part of 3-D objects in the environment

Social Studies
Culture
At the end of the unit students should be able to:
-Identify significant language and cultural characteristics of Canadian society
-Identify factors that influence who they are
-Identify cultural similarities and differences

Art
Abstract
At the end of the unit students should be able to:
- use a variety of image sources to create images and include
  • feelings
  • imagination
  • memory
  • observation
-describe their response to artworks

Drama
Story Production
At the end of the unit students should be able to:
-Describe their feelings and ideas to be used in a dramatic work
-Demonstrate respect for the contributions of others
-Identify aspects of a dramatic work that evoke a response
-Tell stories that have a beginning, middle, and end
-Demonstrate co-operative effort in dramatic work
-Demonstrate appropriate audience skills
-Demonstrate the ability to take on a role


Physical Education
Fitness
At the end of the unit students should be able to:
-describe the personal benefits of regular participation in physical activity
-describe physical responses that take place in the body during physical activity
-describe the importance of food, water, and sleep as fuel for physical activity
-participate daily in moderate to vigorous physical activities
-move through general space, incorporating directional change
-demonstrate proper technique for performing specific locomotor movement skills
-demonstrate proper technique for performing specific manipulative movement skills
-demonstrate safe behaviours while participating in a variety of physical activities
-follow established procedures and directions when participating in physical activity
-demonstrate respect and encouragement for others during a variety of types of physical activity




-sort 2-D and 3-D shapes using 2 attributes and explain the sorting rule
-describe and compare and construct 2-D and 3-D objects
-identify 2-D shapes as parts of 3-D objects in the environment