HOMEWORK! DEVOIRS! Homework Grade 4, 5 and 6 students will be assigned between the French and English teachers, on average, up to 40, 50, 60 minutes of homework a night respectively. According to the new Ontario progress report, homework is going to be assessed based on its completion and "may also be noted on the report as part of the evaluation of the student’s development of the learning skills and work habits" (p44 Growing Success). Homework is not included as part of the overall evaluation rather it is a means to practise skills, consolidate knowledge and skills, and/or prepare for the next class. It will consist of drills, practice, review, study, reading, researching and watching or listening to French Media etc. If there are circumstances which make it impossible for homework to be completed, please write us a note in the agenda.
Transcript
HOMEWORK! DEVOIRS!
HomeworkGrade 4, 5 and 6 students will be assigned between the French and English teachers, on average, up to 40, 50, 60 minutes of homework a night respectively. According to the new Ontario progress report, homework is going to be assessed based on its completion and "may also be noted on the report as part of the evaluation of the student’s development of the learning skills and work habits" (p44 Growing Success).
Homework is not included as part of the overall evaluation rather it is a means to practise skills, consolidate knowledge and skills, and/or prepare for the next class. It will consist of drills, practice, review, study, reading, researching and watching or listening to French Media etc. If there are circumstances which make it impossible for homework to be completed, please write us a note in the agenda.
The Common European Framework of Reference for Languages is used as the philosophy behind the creation of the new FSL curriculum (to be out soon). French teachers have already begun implementing ideas and strategies in their teachings.
Collaborative InquiryThe Collaborative Inquiry for Learning – Mathematics, Early Primary Collaborative Inquiry and Student Work Study are examples of how the LNS is promoting collaborative inquiry in schools and boards.Through collaborative inquiry, teachers build and integrate new knowledge and understanding of student learning and classroom instruction into their existing knowledge of professional practice.
Teaching through inquiry
Why Teachers teach through inquiry - both English and French!
11 Good Reasons to Teach Through Inquiry1. Students are engaged because they are being challenged with relevant questions and issues that don’t have easy answers.
2. Teachers are engaged—inquiry restores intellectual excitement.
3. Inquiry mirrors the approach to learning that students will experience across a wide variety of disciplines in university.
4. Inquiries apprentice students in the patterns of thinking and specific strategies used by experts in the discipline being studied.
5. Metacognitive skills are developed in context as students make choices in the strategies they will use to research the question or problem, generate and test hypotheses, and share their methods and conclusions with others.
6. Robust questions and problems encourage the use of all three intelligences defined by Robert Sternberg (2001)—analytical, creative, and practical.
7. Learning is deeper because of the focus on meaning making. Students are involved in applying and integrating knowledge, rather than simply collecting and recalling facts.
8. Inquiry-based learning makes meaningful use of technology during the research and product creation phases.
9. Inquiry provides opportunities to easily differentiate for student readiness, interests, and learning preferences.
10. The grouping of diverse learners, which commonly occurs in the inquiry process, is also common in the project team approach that is central to 21st century workplaces. Students have meaningful opportunities to develop skills of collaboration, personal responsibility, and respect for different approaches to a problem.
11. Inquiry approaches to teaching are superior to more traditional approaches in developing the skills that some argue are especially important in the 21st century.
These include the following:
• critical thinking• problem-solving• transfer of knowledge to new situations• synthesis and evaluation
As part of Comprehensive literacy, we will be focusing on teaching our students strategies to enhance their reading
and writing skills.
French and integrated studies Social Studies/Science/The Arts
Please note that our Language Arts program is taught through integrated studies (Social Studies and Science). The language skills are taught as required by the
students to help them communicate orally and in writing to do their work
In GRADE 5, our themes this year are:1. Canada and World Connections: Aspects of Citizenship and Government in Canada2. Heritage and Citizenship: Early Civilizations
In GRADE 4, our themes this year are:1. Canada and World Connections: Canada'sProvinces, Territories, and Regions2. Heritage and Citizenship: Medieval Times
In GRADE 6, our themes this year are:1. Canada and World Connections: Canada’s Links to the World2. Heritage and Citizenship: First Nation Peoples and European Explorers
Social Studieswww.edu.gov.on.ca
*Note that the SS curriculum has changed for the year 2014-15. Teachers have been asked to begin implementation.
In GRADE 4, our strands & topics this year are:Life Systems: Habitats and Communities
Structures and Mechanisms: Pulleys and GearsMatter and Energy: Light and Sound
Earth and Space Systems: Rocks and Minerals
In GRADE 5, our strands & topics this year are:Life Systems: Human Organ Systems
Structures and Mechanisms: Forces Acting on Structures and MechanismsMatter and Energy: Properties of and Changes in Matter
Earth and Space Systems: Conservation of Energy and Resources
In GRADE 6, our strands & topics this year are:Life Systems: Biodiversity
Structures and Mechanisms: Electricity and Electrical DevicesMatter and Energy: Properties of Air and Principles of Flight
Earth and Space Systems: Space
Science and technology
St Cecilia will be well equipped with the latest technologies to enable students to succeed in a 21 century environment.
Teachers will find the various Information Communication Technology (ICT) tools useful in their teaching practice, both for whole class instruction and for the design of curriculum units that contain varied approaches to learning to meet diverse student needs. (p 40-41)
THE ONTARIO CURRICULUM, GRADES 1–8
Although the Internet is a powerful learning tool, all students must be made aware of issues of privacy, safety, and responsible use, as well as of the ways in which the Internet can be used to promote hatred.
2007
Whenever appropriate, therefore, students should be encouraged to use ICT to support and communicate their learning. For example, students working individually or in groups can use computer technology and/or Internet websites to gain access to museums and archives in Canada and around the world. Students can also use digital cameras and projectors to present multimedia presentations that document the testing and retesting of their design projects. (p 41)
THE ONTARIO CURRICULUM, GRADES 1–8
ICT can also be used to connect students to other schools, at home and abroad, and to bring the global community into the local classroom. Technology also makes it possible to use simulations when field studies on a particular topic are not feasible.
2007
How can I help my child Learn French
• Ask questions about what is being taught in class and suggest that the child teach you some vocabulary or structures.
• Listen to your child read you the work they have written. If you do not understand listen then ask the child to explain what was read.
• Encourage your child to interact in French with French speaking neighbors or acquaintances
• Encourage your child to spend small amounts of time listening to French television (cartoons, sports, games, music videos).
• Encourage your child to borrow French books from the library.
Teachers understand that parents do not always have knowledge of French. Homework will not demand that you as parents be able to correct or help in the production of your child’s work. The most important thing for French is for parents to show an interest in the child’s learning.
Provide your child with a French/English dictionary. In primary grades a visual dictionary is best. Later in grades 7 and 8 you might also want to get a Bescherelle (Verb Conjugations).
How They Grow in Fourth Grade
Where They Are:
Nine is a time of rapid learning for kids.
Nine-year-olds:
• Want to put some distance between themselves and adults, and may rebel against authority. • Need to be part of a group. • Seek independence. • Possess a high activity level. • Can express a wide range of emotions and verbalize easily. • Can empathize. • Can think independently and critically, but are tied to peer standards. • Begin to increase their sense of truthfulness. • Are typically not self-confident.
Where They're Going:
At nine years old, your child is learning how to make decisions and set standards. You can help by encouraging your child as she:
• Begins making decisions. • Gains a greater sense of responsibility. • Sets personal standards. • Develops personal interests and abilities. • Develops social skills. • Learns to engage in group decision making.
