4
Have the student use this space to write or draw ideas to show their family the things they like about school.
INSIDE YOU WILL FIND:3 Grade 4 overall expectations from the Ontario Ministry of Education3 What the Grade 4 expectations may look like in the classroom3 How you can support your child at home3 Links to Grade 4 resources
Grade Four marks the beginning of the junior grades. Students in Grade Four use the literacy, numeracy and learning skills they have developed in the primary grades with more complex texts and tasks. In Grade Four, students will develop an appetite for discovering new ideas and new perspectives on the world. Their social and emotional development is supported as they work collaboratively with their peers in learning situations.
AParent’sGuide TO UNDERSTANDING THE
Grade 4 Curriculum
GREATER ESSEX COUNTYDISTRICT SCHOOL BOARDTelephone: 519-255-3200Website: publicboard.ca
Reading
/ readanddemonstrateanunderstandingofavarietyofliterary,graphicandinformationaltextsusingarangeofstrategiestoconstructmeaning
/ recognizeavarietyoftextforms,textfeaturesandstylisticelements,anddemonstrateunderstandingofhowtheyhelpcommunicatemeaning
/ use knowledge of words and cueing systems to read fluently and to reflect on and identify their strengthsasreaders,areasforimprovement,andthestrategiestheyfoundmosthelpfulbefore,duringandafterreading
Overall ExpectationsBy the end of Grade 4, students will:
Grade 4Language
Oral Language
/ listeninordertounderstandandrespondappropriatelyinavarietyofsituationsforavarietyofpurposes/ usespeakingskillsandstrategiesappropriatelytocommunicatewithdifferentaudiencesforavarietyof
purposes/ reflect on and identify their strengths as listeners and speakers, areas for improvement, and the strategies
theyfoundmosthelpfulinoralcommunicationsituations
Overall ExpectationsBy the end of Grade 4, students will:
• talkaboutmovies,plays,videogames,etc.
• retellstories• listentoothers• presentanoralreport• discussanddebateideasandopinions
In the classroom, students may: Overall Expectations In Action
Opportunities to continuethe learning at home
• Ask your child questions.• Talk about and listen to thoughts and feelings.• Talk about books you have read with your child.• Encourage discussion about current events.• Discuss movies or media and their messages.
• read a variety of fiction and non-fiction materials• makepredictions• summarizewhatwasjustread• talkaboutwhathelpsthembecome betterreaders
In the classroom, students may: Overall Expectations In Action
Opportunities to continuethe learning at home
• Encourage your child to read for a purpose (e.g., recipes, instructions, manuals).
• Go to a library or bookstore with your child.• Have a specific reading time each day
(e.g., before bed).• Create a positive attitude about reading
and thinking.• Play word games (e.g., crosswords, word
finds).
Media Literacy
/ demonstrateanunderstandingofavarietyofmediatexts/ identifysomemediaformsandexplainhowtheconventionsandtechniquesassociatedwiththemareused
tocreatemeaning/ createavarietyofmediatextsfordifferentpurposesandaudiencesusingappropriateforms,conventions
andtechniques/ reflect on and identify their strengths as media interpreters and creators, areas for improvement, and the
strategiestheyfoundmosthelpfulinunderstandingandcreatingmediatexts
Overall ExpectationsBy the end of Grade 4, students will:
• exploredifferenttypesofmedia• talkaboutmovies,cartoons, videogames,etc.• createtypesofmediafor differentreasons• discussthemessagein media
In the classroom, students may: Overall Expectations In Action
Writing
/ generate,gatherandorganizeideasandinformationtowriteforanintendedpurposeandaudience/ draftandrevisetheirwritingusingavarietyofinformationalliteraryandgraphicformsandstylistic
elementsappropriateforthepurposeandaudience/ useediting,proofreadingandpublishingskills,andstrategiesandknowledgeoflanguageconventionsto
correct errors, refine expression and present their work effectively/ reflect on and identify their strengths as writers, areas for improvement, and the strategies they found most
helpfulatdifferentstagesinthewritingprocess
Overall ExpectationsBy the end of Grade 4, students will:
• writefordifferentreasons• organizeideasforwriting• editandrevisetheirwork• userichlanguagewhenwriting• chooseandtalkabouttheirfavourite
writing
In the classroom, students may: Overall Expectations In Action
Opportunities to continuethe learning at home
• Encourage your child to help create grocery lists. • Write in front of your child (e.g., notes, lists, emails).• Encourage writing notes and/or emails to relatives and friends.• Make journals/scrapbooks of family activities or experiences.• Discuss with your child the different chances to write (e.g., letters to the editor, lists, thank you notes).
ResourcesWebsite:
The Ontario Curriculum Curriculum, Grades 1-8, Language (2006)http://www.edu.gov.on.ca/eng/curriculum/elementary/grade4.html
Supporting Your Child’s Learning http://resources.curriculum.org/secretariat/SYCL.shtml
Reading and Writing with Your Child (K-6), A Parent’s Guidehttp://www.edu.gov.on.ca/eng/literacynumeracy/parentGuideLit2012.pdf
Kindergarten to Grade 6
Reading and Writing with Your Child
Opportunities to continuethe learning at home
• Talk about advertisements and their focus.• Monitor and assist your child’s time on the Internet.• Point out different types of media (e.g., brochures,
ads, commercials, labels, logos).• Discuss the message in media and it’s influence.
• usestandardunitsrangingfrommillimetretokilometreforlinearmeasurements
• selectandjustifying themostappropriate unitofmeasurement
/ identify quadrilaterals and three-dimensional figures and classify them by their geometric properties/ comparevariousanglestobenchmarks/ construct three-dimensional figures using two-dimensional shapes/ identify and describe the location of an object using a grid map and reflect two-dimensional shapes
MeasurementOverall ExpectationsBy the end of Grade 4, students will:
In the classroom, students may: Overall Expectations In Action
Opportunities to continuethe learning at home
• Read large numbers in the media with your child.• Count halves of fruit, sandwiches and other food
items.• Encourage your child to make financial purchases
and calculate change.• Investigate proportions by mixing juice concentrates
and water.
In the classroom, students may: Overall Expectations In Action
Grade 4MathematicsNumber Sense and Numeration
/ read, represent, compare and order whole numbers to 10 000, decimal numbers to tenths, and simple fractions, and represent money amounts to $100
/ demonstrate an understanding of magnitude by counting forward and backward by 0.1 and by fractional amounts
/ solve problems involving the addition, subtraction, multiplication and division of single- and multi-digit wholenumbers,andinvolvingtheadditionandsubtractionofdecimalnumberstotenthsandmoneyamountsusingavarietyofstrategies
/ demonstrate an understanding of proportional reasoning by investigating whole-number unit rates
Overall ExpectationsBy the end of Grade 4, students will:
Geometry and Spatial SenseOverall ExpectationsBy the end of Grade 4, students will:
Opportunities to continuethe learning at home
• Have your child use different measuring devices to measure objects in the environment.
• Have conversations with your child about the most appropriate units of measurement.
$10010000
/ estimate,measureandrecordlength,perimeter,area,mass,capacity,volumeandelapsedtimeusingavarietyofstrategies
/ determinetherelationshipsamongunitsandmeasurableattributes,includingtheareaandperimeterofrectangles
• demonstrateanunderstandingofplacevalueinwholeanddecimalnumbersfrom0.1 to 10 000
• countforwardandbackwardusingfractionsanddecimals
• usementalstrategiestosolveaddition, subtraction,multiplicationanddivision
problems• investigatetherelationshipbetween fractionsanddecimals
Data Management and ProbabilityOverall ExpectationsBy the end of Grade 4, students will:
Resources
Patterning and Algebra
/ describe,extendandcreateavarietyofnumericandgeometricpatterns,makepredictionsrelatedtothepatterns, and investigate repeating patterns involving reflections
/ demonstrateanunderstandingofequalitybetweenpairsofexpressionsusingaddition,subtractionandmultiplication
Overall ExpectationsBy the end of Grade 4, students will:
• createanumberpatterninvolvingaddition, subtractionormultiplication• determinethemissingnumberinequationsinvolving
multiplication of one- and two-digit numbers
In the classroom, students may: Overall Expectations In Action
Opportunities to continuethe learning at home
• Play a game with your child and have him or her predict subsequent numbers (1, 2, 4, 8, 16, etc.).
• Encourage your child to solve the missing number in equations with and without the use of a calculator.
Websites:The Ontario Curriculum Curriculum, Grades 1-8, Mathematics (2005)http://www.edu.gov.on.ca/eng/curriculum/elementary/grade4.html
Doing Mathemtics With Your Child (Kindergarten to Grade 6)http://www.edu.gov.on.ca/eng/literacynumeracy/parentguidenum2012.pdf
In the classroom, students may: Overall Expectations In Action
/ collectandorganizediscreteprimarydataanddisplaythedatausingchartsandgraphsincluding stem-and-leaf plots and double bar graphs/ read,describeandinterpretprimarydataandsecondarydatapresentedinchartsandgraphsincluding
stem-and-leaf plots and double bar graphs/ predicttheresultsofasimpleprobabilityexperiment,thenconducttheexperimentandcomparethe
predictiontotheresults
7 = 2 + 5
Kindergarten to Grade 6
Doing Mathematicswith Your Child
• collectandorganizedataincharts,tablesandgraphs
• interpretanddrawconclusionsfromthedata• predictandcompareresultsinprobability
experiments
• use Miras and grid paper to explore symmetry of 2D shapes
• construct three-dimensional figures using a variety of tools• identifyanddescribethelocation ofanobjectusingagridsystem
In the classroom, students may:
Opportunities to continuethe learning at home
• Explore symmetry through the use of origami (paper folding).• Construct 3D figures using household items such
as straws and clay, toothpicks and marshmallows.• Play the game of Battleship with your child to reinforce the importance of grid locations.
Opportunities to continuethe learning at home
• Assist your child in collecting data about your family’s leisure time.
• Discuss temperature data in the newspaper and comment on trends.• Discuss probability while engaged in card games.
Overall Expectations In Action
MomDadSamLucy
Leisure Time
UNDERSTANDING STRUCTURES AND MECHANISMS:Pulleys and Gears
/ evaluatetheimpactofpulleysandgearsonsocietyandtheenvironment/ investigatewaysinwhichpulleysandgearsmodifythespeed,directionandforceexertedonmoving
objects/ demonstrateanunderstandingofthebasicprinciplesandfunctionsofpulleysystemsandgearsystems
Overall ExpectationsBy the end of Grade 4, students will:
• researchhowdumpingpollutioninourwaterwaysaffectsourfreshwatersupply
• askquestionsaboutthedepletionorextinctionofaplantoranimalspecies
• investigatethehabitatsoflocalanimalsand describeandrecordfactorsthataffectthem• developanunderstandingoftheimportance
ofthefoodchain
In the classroom, students may: Overall Expectations In Action
• explorehowpulleyandgearsystemsoperatebydesigning,buildingandtestingthem
• inquiryaboutouruseofpulleyandgear systemsinourdailylifesuchaselevators andotherliftingdevices• developan understandingof howagearsystem onabicycleworks
In the classroom, students may: Overall Expectations In Action
Opportunities to continuethe learning at home
• Plan a trip to a local park or farm.• Find examples of urban development and discuss
how it is impacting natural habitats.• Examine changes in the environment and discuss
how these changes are impacting local species like birds.
• Identify a variety of animals in books, television or on the Internet and discuss their habitats.
Opportunities to continuethe learning at home
• Identify a pulley system at home such as a clothesline or flagpole.
• Ask your child to write a set of instructions for setting up a pulley system.
• Talk to your child about gear systems (e.g., elevators, bicycles, wipers on a car) and how they make our lives easier.
Grade 4Science&Technology
/ analyzetheeffectsofhumanactivitiesonhabitatsandcommunities/ investigate the interdependence of plants and animals within specific habitats and communities/ demonstrateanunderstandingofhabitatsandcommunitiesandtherelationshipsamongtheplantsand
animalsthatliveinthem
Overall ExpectationsBy the end of Grade 4, students will:
UNDERSTANDING LIFE SYSTEMS:Habitats and Communities
/ assesstheimpactonsocietyandtheenvironmentoftechnologicalinnovationsrelatedtolightandsound/ investigatethecharacteristicsandpropertiesoflightandsound/ demonstrate an understanding of light and sound as forms of energy that have specific characteristics and
properties
Overall ExpectationsBy the end of Grade 4, students will:
• explorehowprismsrefractlight• askquestionsandviewvideosaboutouruse
oflightandhowouruseoflightpollutesthenightsky
• investigatesafetydevicesthatprotectusfromthepropertiesoflightand/orsoundsuchasUVcoatedlensesinsunglasses
In the classroom, students may: Overall Expectations In Action
/ assessthesocialandenvironmentalimpactsofhumanusesofrocksandminerals/ investigate,testandcomparethephysicalpropertiesofrocksandminerals/ demonstrateanunderstandingofthephysicalpropertiesofrocksandminerals
Overall ExpectationsBy the end of Grade 4, students will:
In the classroom, students may: Overall Expectations In Action
Opportunities to continuethe learning at home
• Ask your child to consider their eye and ear protection when walking, skateboarding, rollerblading
and bicycling by using sunglasses and a helmet. • Talk to your child about ways in which light and/or
sound are used in your home.• Explore musical instruments and/or sound devices
on your computer.
Opportunities to continuethe learning at home
• View videos about how lava cools and creates igneous rocks after a volcanic explosion.
• Ask your child to find products made from rocks and minerals in their daily lives (e.g., rocks used for landscaping, marble used for countertops and statues).
• Talk to your child about our use of salt and the impact of too much salt in their daily diet.
• sortrocksandmineralsaccordingtocolour,textureandlustre
• askquestionsaboutminingandhow surfaceminingandtopsoilminingaffect theenvironment• collectrockstocomparedifferencesincolour
andtextureanddiscusstheircomposition
UNDERSTANDING EARTH AND SPACE SYSTEMS:Understanding Rocks and Minerals
UNDERSTANDING MATTER AND ENERGY:Light and Sound
ResourcesWebsites:
www.ontariosciencecentre.cawww.sciencenorth.cawww.tvo.org/tvoparents
http://school.discoveryeducation.com/sciencefaircentral/Parent-Resources.html
The Ontario Curriculum Curriculum, Grades 1-8,Science & Technology (2007)http://www.edu.gov.on.ca/eng/curriculum/elementary/grade4.htmlScience and
Technology
2 0 0 7
The Ontario CurriculumGrades 1-8
R E V I S E D
http://www.ontarioecoschools.org
Grade 4SocialStudies
PEOPLE & ENVIRONMENTS: Political & Physical Regions of Canada
/ assesssomekeywaysinwhichindustrialdevelopmentandthenaturalenvironmentaffecteachotherintwoormorepoliticaland/orphysicalregionsofCanada
/ usethesocialstudiesinquiryprocesstoinvestigatesomeissuesandchallengesassociatedwithbalancinghumanneeds/wantsandactivitieswithenvironmentalstewardshipinoneormoreofthepoliticaland/orphysicalregionsofCanada
/ identify Canada’s political and physical regions, and describe their main characteristics and some significant activitiesthattakeplaceinthem
Overall ExpectationsBy the end of Grade 4, students will:
• analyzethegeneralwaysinwhichthenaturalenvironmenthasaffectedthedevelopmentofindustryinCanada
• usetheinquiryprocesstoinvestigatehow openingofaminemighthelp/hurtacommunity• compareandcontrastdifferentphysicalregions
of Canada (e.g., vegetation, landform, climate)
In the classroom, students may: Overall Expectations In Action
HERITAGE & IDENTITY: Early Societies, 3000BCE – 1500CE
/ compare key aspects of life in a few early societies (3000 BCE–1500 CE) eachfromadifferentregionanderaandrepresentingadifferentculture,anddescribesomekeysimilaritiesanddifferencesbetweentheseearlysocieties and present-day Canadian society
/ usethesocialstudiesinquiryprocesstoinvestigatewaysoflifeand relationshipswiththeenvironmentintwoofmoreearlysocieties (3000 BCE–1500 CE) with an emphasis on aspects of the interrelationship
betweentheenvironmentandlifeinthosesocieties/ demonstrateanunderstandingofkeyaspectsofafewearlysocieties (3000 BCE–1500 CE) each from a different region and era and representing
adifferentculturewithreferencetotheirpoliticalandsocialorganization,dailylifeandrelationshipswiththeenvironmentandwitheachother
Overall ExpectationsBy the end of Grade 4, students will:
• comparevariousearlysocietiestostudents’daily lives (e.g., the environment, food, arts, traditions)
• usetheinquiryprocesstoinvestigatehowearlysocietiesinteractedwiththeenviron-ment (e.g., landforms, climate, vegetation)
• describe significant aspects of daily life in two or more early societies (e.g., food, housing, clothing)
In the classroom, students may: Overall Expectations In Action
Websites:The Ontario Curriculum Curriculum, Grades 1-6, Social Studies (2013)http://www.edu.gov.on.ca/eng/curriculum/elementary/grade4.html
Google Earthhttp://www.google.com/earth/index.html
DepartmentofNaturalResourcesCanadahttp://www.nrcan.gc.ca/home
Resources
Opportunities to continuethe learning at home
• Together, talk to older family members and friends about how our society has changed over time.• Encourage your child to ask questions and use available
resources like the library, the internet, documentaries, etc. to find answers about the past.
• Watch and discuss a documentary about an early society.
Opportunities to continue the learning at home
• Explore the industries that exercise responsible land and resource use in our community.• Encourage your child to ask questions and use available
resources like the library, the internet, documentaries, etc. to find answers about the impact of local or national industry on the environment.
• Take an e-trip on Google Earth to investigate the different landforms in Canada.
The
Soc
ial S
tudi
es In
quiry Process
Communicate
EvaluateandDraw
Conclusions
FormulateQuestions
Interpretand
Analyse
Gatherand
Organize
RE V I S ED
The Ontario Curriculum
2 0 1 3
Social StudiesGrades 1 to 6
History and GeographyGrades 7 and 8
Grade 4TheArts
Drama
/ applythecreativeprocesstodramaticplayandprocessdramausingtheelementsandconventionsofdramatocommunicatefeelings,ideasandstories
/ applythecriticalanalysisprocesstocommunicatefeelings,ideasandunderstandingsinresponsetoavarietyofdramaworksandexperiences
/ demonstrateanunderstandingofavarietyofdramaandtheatreforms,traditionsandstylesfromthepastandpresent,andtheirsocioculturalandhistoricalcontexts
Overall ExpectationsBy the end of Grade 4, students will:
Dance
/ applythecreativeprocesstothecompositionofmovementsequencesandshortdancepiecesusingtheelementsofdancetocommunicatefeelingsandideas
/ applythecriticalanalysisprocesstocommunicatetheirfeelings,ideasandunderstandingsinresponsetoavarietyofdancepiecesandexperiences
/ demonstrateanunderstandingofavarietyofdanceforms,traditionsandstylesfromthepastandpresent,andtheirsocioculturalandhistoricalcontexts
Overall ExpectationsBy the end of Grade 4, students will:
• translatemovementsfromnatureintodance
• communicateideasthroughdance
• analyzeareasofstrengthandgrowthinperformances
In the classroom, students may: Overall Expectations In Action
Opportunities to continuethe learning at home
• Create movement based on the weather (e.g., thunderstorm, waves in water).
• Have a dance competition at a sleep-over or birthday party.
• Share opinions about dance performance.
In the classroom, students may: Overall Expectations In Action
Opportunities to continuethe learning at home
• Make connections between what they have learned in school and what they watch on television, at the movies, or at that theatre.
• Create a tableau about your day.• Make note of the use of laugh tracks in sitcoms and
discuss their placement.
• problemsolvethroughdrama• usetechnologytoenhancetheirperformance• respond,inandoutofrole,toquestions
Music
/ applythecreativeprocesstocreateandperformmusicforavarietyofpurposesusingtheelementsandtechniquesofmusic
/ applythecriticalanalysisprocesstocommunicatetheirfeelings,ideasandunderstandingsinresponsetoavarietyofmusicandmusicalexperiences
/ demonstrateanunderstandingofavarietyofmusicalgenresandstylesfromthepastandpresent,andtheirsocioculturalandhistoricalcontexts
Overall ExpectationsBy the end of Grade 4, students will:
• createmusicalcompositions• understandmusicalnotation• identifythecharacteristicsofmusicalformsand
traditions
In the classroom, students may: Overall Expectations In Action
Visual Arts
/ apply the creative process to produce a variety of two- and three-dimensional art works using elements, principlesandtechniquesofvisualartstocommunicatefeelings,ideasandunderstandings
/ applythecriticalanalysisprocesstocommunicatefeelings,ideasandunderstandingsinresponsetoavarietyofartworksandartexperiences
/ demonstrateanunderstandingofavarietyofartforms,stylesandtechniquesfromthepastandpresent,andtheirsocioculturalandhistoricalcontexts
Overall ExpectationsBy the end of Grade 4, students will:
• createworksofartinspiredbytheirinterestsandexperiences
• interpretavarietyofartworks• analyzethemeaningofsigns,symbols andstylesinworksofart
In the classroom, students may: Overall Expectations In Action
Opportunities to continuethe learning at home
• Create a mural with sidewalk chalk.• Enjoy your child’s art portfolio together.• Create an illustration for a favourite scene.
ResourcesWebsites:
Opportunities to continuethe learning at home
• Ask your child how they can make sound that is clear and in tune when singing.
• Make a musical instrument and create a beat.• Go online together and research how note
values can relate to each other.
The Ontario Curriculum, Grades 1-8, The Arts (2009)http://www.edu.gov.on.ca/eng/curriculum/elementary/grade4.html
ResourcesWebsites:www.participaction.comwww.phecanada.cawww.phac-aspc.gc.cawww.wechealthunit.orghttp://www.edu.gov.on.ca/eng/curriculum/elementary/grade4.html
In the classroom, students may: Overall Expectations In Action
Living Skills
• leadsmallgroupgames• dolightwarmupaerobicactivitybeforestretching• checktheirpulse• discuss how joining intramurals can benefit them
/ participateactivelyandregularlyinawidevarietyofphysicalactivities,anddemonstrateanunderstandingoffactorsthatencouragelifelongparticipationinphysicalactivity
/ demonstrateanunderstandingoftheimportanceofbeingphysicallyactive,and apply physical fitness concepts and practices that contribute to healthy,
activeliving/ demonstrateresponsibilityfortheirownsafetyandthesafetyofothersasthey
participateinphysicalactivities
Active LivingOverall ExpectationsBy the end of Grade 4, students will:
In the classroom, students may: Overall Expectations In Action• participateincontrolled,staticbalancingwithweights• cooperatewithgroupmemberstodevelopacreativemovementsequence• participate in fitness circuits
/ performmovementskills,demonstratinganunderstandingofthebasic requirementsoftheskillsandapplyingmovementconceptsasappropriate, astheyengageinavarietyofphysicalactivities/ applymovementstrategiesappropriately,demonstratinganunderstanding
ofthecomponentsofavarietyofphysicalactivitiesinordertoenhancetheirabilitytoparticipatesuccessfullyinthoseactivities
Movement CompetenceOverall ExpectationsBy the end of Grade 4, students will:
In the classroom, students may: Overall Expectations In Action• identifyriskswithonlinebehaviours• brainstormwaysofavoidingunhealthybehaviours
andlisthealthyalternatives• self-monitor food choices over time
/ demonstrateanunderstandingoffactorsthatcontributetohealthy development/ demonstratetheabilitytoapplyhealthknowledgeandlivingskillstomake
reasoneddecisionsandtakeappropriateactionsrelatingtotheirpersonalhealth and well-being
/ demonstrate the ability to make connections that relate to health and well- being,howtheirchoicesandbehavioursaffectboththemselvesandothers, andhowfactorsintheworldaroundthemaffecttheirownandothers’health
and well-being
Healthy LivingOverall ExpectationsBy the end of Grade 4, students will:
By the end ofGrade 4, students willdemonstrate personaland interpersonal skillsand the use of criticaland creative thinkingprocesses as theyacquire knowledgeand skills in connection with the expectationsin the Active Living,Movement Competence and Healthy Livingstrands for this grade.
Opportunities to continuethe learningat home• Discuss the importance of physical
fitness and good health as a life long goal.
• When engaging in physical family activities
try to include stretching and muscle building
activities.• Engage in yoga type
activities.• Ask your child to choreograph a dance.• Create an obstacle course in your backyard.• Model and demonstrate appropriate online behaviour.• Keep the lines of communication open with regards to healthy peer relationships.• Explore community supports available.• Discuss the importance of monitoring portion size at restaurants.
Grade 4Health&PhysicalEducation
HomeworkPolicyHighlightsOngoing homework allows students to consolidate concepts and skills through additional practice and reflection or to prepare for their new learning. Homework includes opportunities for students to communicate about their classroom experiences. Parents can support their child by engaging in the activities suggested within this document, and reading, writing, playing, interacting and sharing together.
} The parent is, and remains, the first and most importantteacherthatthechildwillhave.~ Rabbi Kassel Abelson
As partners in your child’s learning, we want to keep the lines of communication open between home and school. As you know your child best, please make contact through a phone call or note to the teacher whenever you feel there is information that is important to share. We will communicate with you about your child in an ongoing process through formal and informal opportunities.
PartnersinLearning
Formal communication includes:
3 schools will use the elementary progress report card between Oct. 20 and Nov. 20 of the school year
3 the first provincial report card will be sent home between Jan. 20 and Feb. 20 of the school year, and the second will be sent home towards the end of June
The Greater Essex County District School Board is proud to offer Core French and French Immersion programs across Windsor and Essex County. We encourage all parents to support the learning of French as a second language and to become familiar with the supports available to them. Please access the following sites to help your child with French.
Homework Help Tip SheetsVisit the supports provided by Canadian Parents for French @
http://on.cpf.ca/resources/for-parents/homework-help-tip-sheetsFSL Homework ToolboxParents and students can access homework help in all subjects taught in French @
www.FSLHomeworkToolbox.caGroupe Média TFOVisit the supports provided by Canadian Parents for French @ www.tfo.orgZone des petits de Radio-CanadaWatch popular TV shows and play educational games in French with your child @
www.radio-canada.ca/jeunesse/petitsFSL Policies & Curriculum DocumentsBecome familiar with the program, policies and curriculum @
www.edu.gov.on.ca/eng/amenagement/FLS.html
Informal communication includes:
3 notes3 telephone calls3 student agendas (where used)3 informal dialogue3 websites or blogs3 newsletters3 parent/teacher conferences
Learning French is NOW
easier than ever!
Core French and French Immersion