Year-at-a-Glance

WRITING

• journal entries
• Daily 5 practice: free choice writing and/or practise spelling high frequency words
• Questions: use all question words in French (WHO/WHAT/WHY/WHERE/WHEN/HOW/etc.)
• Procedural: provide clear instructions for how to play a game

SCIENCE

• Soils in the Environment
  • Soil is made up of living and non-living things
  • The composition, characteristics, and condition of soil determine its capacity to sustain life
  • Soil is an essential source of life and nutrients for many living things
  • Living things, including humans, interact with soils and can cause positive or negative changes
• Growth + Changes in Plants
  • Plants have distinct characteristics
  • There are similarities and differences among various types of plants
  • Plants are the primary source of food for humans
  • Humans need to protect plants and their habitats
  • Plants are important to the planet

• Strong + Stable Structures
  • A structure has both a form and a funciton
  • Structures are affected by forces acting on them
  • Structures need to be strong and stable to be useful
• Forces Causing Movement
  • There are several types of forces that cause movement
  • Forces cause objects to speed up, slow down, or change direction through direct contact or through interaction at a distance
  • Forces in nature (e.x. high winds/water) can significantly impact humans and the environment, they need to be regarded with respect 
    • e.x. Hurricane Irma, tsunamis, earthquakes

SOCIAL STUDIES

• Living and Working in Ontario
  • The natural features of the environment influence land use and the type of employment that is available in the region.
  • Huma activities and decisions about land use may alter the environment.
  • Human activities affect the environment, but the environment also affects human activities.
• Canada 1780-1850 (Native Peoples and Pioneers)
  • The different communities in early 19th century Canada influence the way we live today
  • Social and environmental challenges were a major part of life in all communities in early 19th century Canada
  • Canada was already a multicultural society in 1800

MATH

• Number Sense + Numeration
  • By the end of Grade 3, students will:
    • read, represent, compare and order whole numbers to 1000, and use concrete materials to investigate fractions and money amounts to $10
    • demonstrate an understanding of magnitude by counting forward and backwards by various numbers and from various starting points
    • solve problems involving addition and subtraction of singleand multi-digit whole numbers, using a variety of strategies, and demonstrate and understanding of multiplication and division
• Measurement
  • By the end of Grade 3, students will: 
    • estimate, measure, and record length, perimeter, area, mass, capacity, time, and temperature, using standard units
    • compare, describe, and order objects, using attributes measured in standard units
• Geometry + Spatial Sense
  • By the end of Grade 3, students will: 
    • compare twodimensional shapes and three-dimensional figures and sort them by their geometric properties
    • describe relationships between twodimensional shapes, and between twodimensional shapes and three-dimensional figures
    • identify and describe the locations and movements of shapes and objects
• Patterning + Algebra
  • By the end of Grade 3, students will: 
    • describe, extend, and create a variety of numeric patterns and geometric patterns
    • demonstrate an understanding of equality between pairs of expressions, using addition and subtraction of one- and two-digit numbers
• Data Management + Probability
  • By the end of Grade 3, students will: 
    • collect and organize categorical or discrete primary data and display the data using charts and graphs, including vertical and horizontal bar graphs, with labels ordered appropriately along horizontal axes, as needed
    • read, describe, and interpret primary data presented in charts and graphs, including vertical and horizontal bar graphs
    • predict and investigate the frequency of a specific outcome in a simple probability experiment

Grade 4

LISTENING

• following instructions
• asking for clarification when needed
• listening during class discussions/presentations
• listening comprehension activities
• listening strategies
• Daily 5 practice (Listening Centre)

SPEAKING

• communicating with peers/teachers
• spontaneous and unrehearsed French speaking
• participating during class discussions
• oral presentations
• speaking strategies
• using grammar in context (e.x. present tense of all verbs, past tense of high frequency verbs)
• Daily 5 practice (Word Work; practise vocabulary with partner)
• Questions: asking/answering questions in a complete sentence
• Retell: retelling the events of a story in order

READING

• vowel sounds and common sound blends 
• CAFE reading strategies
• guided reading groups
• Daily 5 practice: Read to Self, Read to a Partner
• Reading Buddies (TBD)

MATH

• Number Sense + Numeration
  • By the end of Grade 3, students will:
    • 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 & backwards by 0.1 & by fractional amounts
    • solve problems involving addition, subtraction, multiplication, and division of single- and multi-digit whole numbers, and involving addition and subtraction of decimal numbers to tenths and money amounts, using a variety of strategies
• Measurement
  • By the end of Grade 3, students will: 
    • estimate, measure, and record length, perimeter, area, mass, capacity, volume, and elapsed time, using a variety of strategies
    • determine the relationships amount units and measurable attributes, including the area and perimeter of rectangles
• Geometry + Spatial Sense
  • By the end of Grade 3, students will: 
    • identify quadrilaterals and three-dimensional figures and classify them by their geometric properties, and compare various angles to benchmarks
    • construct threedimensional figures, using two-dimensional shapes
    • identify and describe the location of an object, using a grid map, and reflect two-dimensional shapes
• Patterning + Algebra
  • By the end of Grade 3, students will: 
    • describe, extend, and create a variety of numeric and geometric patterns, make predictions related to the patterns, and investigate repeating patterns involving reflections
    • demonstrate an understanding of equality between pairs of expressions, using addition, subtraction, multiplication, and division
• Data Management + Probability
  • By the end of Grade 3, students will: 
    • collect and organize discrete primary data and display the data using charts and graphs, including stem-and-leaf plots and double bar graphs
    • read, describe, and interpret primary data and secondary data presented in charts and graphs, including stemand-leaf plots and double bar graphs
    • predict the results of a simple probability experiment, then conduct the experiment and compare the prediction to the results