A Parent’s Guide · visit their future secondary school, and will complete and submit their option sheets for Grade Nine in February. A Parent’s Guide TO UNDERSTANDING THE Grade

8

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 8 overall expectations from the Ontario Ministry of Education3 What the Grade 8 expectations may look like in the classroom3 How you can support your child at home3 Links to Grade 8 resources

As the senior students in the school, intermediate students will have many opportunities to develop their leadership skills both in the classroom and in the school, as they prepare to make the transition to secondary school. Their teachers will support them in their efforts to be role models for the younger students and to take more responsibility for their learning and their behaviour. Students will have opportunities to become familiar with their future secondary school. They will have an opportunity to visit their future secondary school, and will complete and submit their option sheets for Grade Nine in February.

AParent’sGuide TO UNDERSTANDING THE

Grade 8 Curriculum

GREATER ESSEX COUNTYDISTRICT SCHOOL BOARDTelephone: 519-255-3200Website: publicboard.ca

Reading

/ readanddemonstrateanunderstandingofavarietyofliterary,graphicandinformationaltextsusingarangeofstrategiestoconstructmeaning

/ recognizeavarietyoftextforms,textfeaturesandstylisticelementsanddemonstrateunderstandingofhowtheyhelpcommunicatemeaning

/ use knowledge of words and cueing systems to read fluently/ reflect on and identify their strengths as readers, areas for improvement, and the strategies they found

mosthelpfulbefore,duringandafterreading

Overall ExpectationsBy the end of Grade 8, students will:

In the classroom, students may: Overall Expectations In Action

Grade 8Language

Oral Language

/ listeninordertounderstandandrespondappropriatelyinavarietyofsituationsforavarietyofpurposes/ usespeakingskillsandstrategiesappropriatelytocommunicatewithdifferentaudiencesforavarietyof

purposes/ reflect on and identify their strengths as listeners and speakers, areas for improvement, and the strategies

theyfoundmosthelpfulinoralcommunicationsituations


• summarizeinformation• debateand/ordiscusstopicsof

interest• listentoothers• roleplay• askprobingquestions


Opportunities to continue the learning at home

• Ask your child about the things they are interested in (e.g., video games, social situations, magazines).• Talk about your interests.• Encourage discussion about real-world events.• Discuss underlying messages in ads.


• Encourage your child to read for a purpose (e.g., Internet articles, recipes, instructions, magazines,

sport statistics).• Play audio books in the car.• Provide a variety of reading materials.• Visit bookstores and libraries.• Play word games (e.g., Scrabble, Boggle, crossword

puzzles).

• read a variety of fiction and non-fiction materials

• summarizeastory• restatefactsandmainideas• sortandclassifytodrawconclusions• makeconnections• wordstudytoexpand vocabulary


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


• identifymessagesinmedia• watchYouTubevideos, movieclips,etc.• listeningtoradio, news,podcasts,etc.• sharepointsofview• produceanad,video, slideshow,etc.

Writing

/ generate,gatherandorganizeideasandinformationtowriteforanintendedpurposeandaudience/ draftandrevisetheirwritingusingavarietyofinformational,literaryandgraphicforms,andstylistic

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




• Write and/or email notes to relatives and friends.• Write a blog together.• Write letters to the editor.• Together, explore and discuss appropriate social

media sites.• Provide different items to make writing fun (e.g.,

journals, gel pens).

ResourcesWebsite:

The Ontario Curriculum Curriculum, Grades 1-8, Language (2006)http://www.edu.gov.on.ca/eng/curriculum/elementary/grade8.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


• Talk about advertisements and help your child understand the purpose of the ad.• Ask your child what they have seen or listened to

recently to stay current.• Point out different types of media (e.g., billboards, brochures, commercials, labels).• Discuss the message in media and it’s influence.• Monitor and assist your child’s time on the Internet.

• writebiographies,editorials,reports,etc.• research• organizeideasforwriting• plan,write,editandrevisit

theirwriting• usedescriptivevocabulary

• research,describeandreportonvolumeandcapacitymeasurements

• investigatethesurface areaofacylinder

/ demonstrateanunderstandingofthegeometricpropertiesofquadrilateralsandcirclesandtheapplicationsofgeometricpropertiesintherealworld

/ developgeometricrelationshipsinvolvinglines,trianglesandpolyhedra,andsolveproblemsinvolvinglinesandtriangles

/ representtransformationsusingtheCartesiancoordinateplane,andmakeconnectionsbetween transformationsandtherealworld




Grade 8Mathematics

Number Sense and Numeration

/ represent,compareandorderequivalentrepresentationsofnumbers,includingthoseinvolvingpositiveexponents

/ solveproblemsinvolvingwholenumbers,decimalnumbers,fractionsandintegersusingavarietyofcomputationalstrategies

/ solveproblemsbyusingproportionalreasoninginavarietyofmeaningfulcontexts


Geometry and Spatial SenseOverall ExpectationsBy the end of Grade 8, students will:


• Describe situations to your child where volume and capacity are used in your home (e.g., cooking, closet space, aquarium size).• Use concrete materials such as a soup label and lid to determine the surface area of a cylinder.

/ research,describeandreportonapplicationsofvolumeandcapacitymeasurement/ determinetherelationshipsamongunitsandmeasurableattributes,includingtheareaofacircleandthe

volumeofacylinder

• represent,compareandorderfractionsanddecimals• solveproblemsinvolvingaddition,subtraction, multiplicationanddivisionwithsimplefractions• solveproblemsinvolvingratesandpercents

Measurement


• Discuss real-life applications of fractions and decimals such as temperature changes and balancing bank account transactions.

• Discuss how to increase the quantities in a recipe for additional guests.

• Have your child calculate the sale price of an item.

Height

Width Length

Amount of Item $5.00 $50.00 $100.00 GST 5% .25 2.50 5.00 PST 8% .40 4.00 8.00 ______ ______ ______ or HST 13% .65 6.50 13.00 combined GST & PST ______ ______ _______ Total Cost $5.65 $56.50 $113.00

A negativescore in golf

is a good thing (below par)!

If you owemoney your bank account mightbe -$20.00.



Resources

Patterning and Algebra

/ represent linear growing patterns (where the terms are whole numbers) using graphs, algebraic expressions andequations

/ modellinearrelationshipsgraphicallyandalgebraically,andsolveandverifyalgebraicequationsusingavarietyofstrategiesincludinginspection,guessandcheck,anda“balance”model


• representlinearpatternsgraphically• makeconnectionsbetweensolvingequationsand

determinethetermnumberinapattern


Websites:The Ontario Curriculum Curriculum, Grades 1-8, Mathematics (2005)http://www.edu.gov.on.ca/eng/curriculum/elementary/grade8.html

Homework Help (Math Help for Grades 7 to 10)https://homeworkhelp.ilc.org/

/ collectandorganizecategorical,discreteorcontinuousprimarydataandsecondarydataanddisplaythedatausingchartsandgraphs,includingfrequencytableswithintervals,histogramsandscatterplots

/ applyavarietyofdatamanagementtoolsandstrategiestomakeconvincingargumentsaboutdata/ use probability models to make predictions about real-life events

In the classroom, students may:


• Google virtual manipulatives to investigate properties of shapes.

• Construct and describe 3D models.• Find examples of translations, reflections

and rotations in a dance video.


• Conduct a survey amongst peers to justify the family purchase of a new technology.

• Use data to make convincing arguments that the environment is becoming

increasingly polluted.• Explain why you might draw a certain card from a deck even though it wasn’t theoretically probable.

Overall Expectations In Action• sortandclassifyquadrilateralsbygeometric

properties• investigatetherelationshipbetweenthe numberoffaces,edgesandverticesofa

shape• identifymovementsthataretranslations,

reflections and rotations

Data Management and Probability

6faces8vertices12edges

CUBE


• Create a graph showing the number of hours and salary made for a summer job.

• Represent the relationship in an equation of simple interest on money in a bank account.

• collectdatabyconductingasurveyorexperimentandrecordobservationsormeasurements

• makeinferencesandargumentsbasedonanalysisofchartsandgraphs

• comparethetheoreticalandexperimentalprobabilityofanoutcomeandexplainwhytheymightdiffer

Windsor(Downtown)CurrentAirQualityIndexApril4,2013

Very

Goo

dG

ood

M

oderatePoorVeryPoor

/ assessthepersonal,socialand/orenvironmentalimpactsofasystem,andevaluateimprovementstoasystemand/oralternativewaysofmeetingthesameneeds

/ investigateaworkingsystemandthewaysinwhichcomponentsofthesystemcontributetoitsdesiredfunction

/ demonstrateanunderstandingofdifferenttypesofsystemsandthefactorsthatcontributetotheirsafeandefficient operation


• conductexperimentstoinquireaboutosmosisanddiffusion

• observethepartsofaplantcellbyusinganonionsliceunderamicroscope

• buildamodelofthecelloutofmaterialsfoundintheclassroomorathome

• explorethedifferences betweenplantand animalcells


• researchandcreateatechnicalpresentationonhow excess packaging contributes to landfill problems

• create a device for a specific purpose (e.g., a device that willcarryasnackfromoneplace to another)

• askquestionsandgainanunderstandingofmechanicaladvantageandhowitmakesour lives easier (e.g., using a wheel barrow versus lifting)



• Talk about how friction produces heat.• Explore manuals for devices in your home for

consumer safety tips.• Investigate the mechanical advantage of using

tools at home (e.g., washing dishes by hand or in a dishwasher, using gardening tools).


• Research and discuss the impact of pesticides on our health and the environment.

• Use interactive websites to inquire about plant and animal cells.

• Encourage your child to explore their environment by gardening.

Grade 8Science&Technology

/ assesstheimpactofcellbiologyonindividuals,societyandtheenvironment/ investigatefunctionsandprocessesofplantandanimalcells/ demonstrateanunderstandingofthebasicstructureandfunctionofplantandanimalcellsandcell processes

Overall ExpectationsBy the end of Grade 8, students will:UNDERSTANDING LIFE SYSTEMS: Cells

UNDERSTANDING STRUCTURES AND MECHANISMS:Systems In Action

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

• describepossiblefeaturesandchallengesofpotentialsustainablecommunitiesinthefuture

• usetheinquiryprocesstoinvestigatelandusebeforeandafternaturaldisasters

• investigatehowthephysicalenvironmentinfluences patterns of human settlements

Opportunities to continuethe learning at home

• Discuss global issues that may affect generations to come.

• Encourage your child to ask questions and use available resources like the library, the internet, documentaries, etc. to investigate physical changes in the local community in the last century.• Explore videos and maps showing the impact of natural disasters.

The

Geo

grap

hic

Inquiry Process

Communicate

EvaluateandDraw

Conclusions

FormulateQuestions

Interpretand

Analyse

Gatherand

Organize


Grade 8Geography

GLOBAL SETTLEMENT: Patterns and Sustainability

/ analyse some significant interrelationships between Earth’sphysicalfeaturesandprocessesandhuman settlementpatterns,andsomewaysinwhichthe physicalenvironmentandissuesofsustainability mayaffectsettlementinthefuture/ usethegeographicinquiryprocesstoinvestigate issuesrelatedtotheinterrelationshipbetweenhuman settlementandsustainabilityfromageographic perspective/ demonstrate an understanding of significant patterns

andtrendsrelatedtohumansettlementandofways inwhichhumansettlementaffectstheenvironment


• investigatetheprogramsandpoliciesaimedatimprovingthequalityoflifeglobally

• usetheinquiryprocesstoinvestigateglobal developmentandqualityoflifefroma geographicperspective• explore the significance of indicators that are

used to measure quality of life globally (e.g., literacyrate,lifeexpectancy,accesstocleanwater)



• Discuss the impact that celebrities have on improving the quality of life in developing countries or following natural disasters.• Encourage your child to ask questions and use

available resources like the library, the internet, documentaries, etc. to investigate a critical social issue in a developing country (e.g., access to education, availability of clean water).

• Explore and discuss the Millennium Development Goals.

GLOBAL INEQUALITIES: Economic Development and Quality of Life

/ analysesomeinterrelationshipsamongfactorsthatcontributetoglobalinequalitieswithafocuson inequalitiesinqualityoflife,andassessvariousresponsestotheseinequalities/ usethegeographicinquiryprocesstoinvestigateissuesrelatedtoglobaldevelopmentandqualityoflife

fromageographicperspective/ demonstrate an understanding of significant patterns in and factors affecting economic development and

qualityoflifeindifferentregionsoftheworld


Resources

Websites:

TheOntarioCurriculum:HistoryandGeography,Grades7-8(2013) http://www.edu.gov.on.ca/eng/curriculum/elementary/grade8.html

UnitedNationsMillenniumGoalshttp://www.un.org/millenniumgoals/

RE V I S ED

The Ontario Curriculum

2 0 1 3

Social StudiesGrades 1 to 6

History and GeographyGrades 7 and 8

Grade 8History

HISTORY: Creating Canada 1850-1890

/ analyseaspectsofthelivesofvariousgroupsinCanadabetween 1713 and 1800, and compare them to the lives of people in present-day Canada

/ usethehistoricalinquiryprocesstoinvestigate perspectives of different groups on some significant

events,developmentsand/orissuesrelatedtotheshiftinpowerincolonialCanadafromFrancetoBritain

/ describe various significant events, developments and people in Canada between 1713 and 1800, and explain theirimpact

Overall ExpectationsBy the end of Grade8, students will:

• analyzetheimpactofvariousfactorsandstakeholdersonthecreationofCanadaasacountry

• usetheinquiryprocesstoinvestigatetheperspectivesofvariousgroupsintheNewNation

• identifypoliticalandeconomicchangesthatoccurredduringthedevelopmentofCanada

• Discuss issues in the news to identify stakeholders and conflicting interests.

• Encourage your child to ask questions and use available resources like the library, the internet, documentaries, etc. to find answers about multiple perspectives on any topic.

• Follow local elections with your child to prompt discussions about issues.



The

His

tori

cal I

nquiry Process

Communicate

EvaluateandDraw

Conclusions

FormulateQuestions

Interpretand

Analyse

Gatherand

Organize

Resources

Websites:

TheOntarioCurriculum:HistoryandGeography,Grades7-8(2013) http://www.edu.gov.on.ca/eng/curriculum/elementary/grade8.html

CanadianHeritagehttp://www.pch.gc.ca/eng/1266037002102/1265993639778

RE V I S ED

The Ontario Curriculum

2 0 1 3

Social StudiesGrades 1 to 6

History and GeographyGrades 7 and 8

HISTORY CANADA 1890-1914: A Changing Society

/ analyse key similarities and differences between Canada in 1890–1914 and in the present day, with referencetotheexperiencesofandmajorchallengesfacingdifferentgroupsand/orindividuals,andtosomeoftheactionsCanadianshavetakentoimprovetheirlives

/ use the historical inquiry process to investigate perspectives of different groups on some significant events, developments, and/or issues that affected Canada and/or Canadians between 1890 and 1914

/ describe various significant events, developments, and people in Canada between 1890 and 1914, and explaintheirimpact




• Discuss the role of unions past and present.• Encourage your child to ask questions about maps that are a source of historical information.• Encourage your child to select books with historical

content.

• investigatethechallengesofchildrenfromtheturnofthetwentiethcenturytothosefacedbychildrentoday

• usetheinquiryprocesstoinvestigatesignificant events that affected Canadians (e.g., Boer War, women’s suffrage)

• identifykeypoliticalandlegalchanges thatoccurredinandaffectedCanada from 1890 - 1914

Grade 8TheArts

Drama

/ applythecreativeprocesstodramaandthedevelopmentofdramaworksusingtheelementsand conventionsofdramatocommunicatefeelings,ideasandmultipleperspectives/ applythecriticalanalysisprocesstocommunicatefeelings,ideasandunderstandingsinresponsetoa

varietyofdramaworksandexperiences/ demonstrateanunderstandingofavarietyofdramaandtheatreforms,traditionsandstylesfromthepast

andpresent,andtheirsocioculturalandhistoricalcontexts


Dance

/ applythecreativeprocesstothecompositionofavarietyofdancepiecesusingtheelementsofdancetocommunicatefeelingsandideas

/ applythecriticalanalysisprocesstocommunicatetheirfeelings,ideasandunderstandingsinresponsetoavarietyofdancepiecesandexperiences

/ demonstrateanunderstandingofavarietyofdanceforms,traditionsandstylesfromthepastandpresent,andtheirsocioculturalandhistoricalcontexts


• createdancepiecestorespondtoissuesthatarepersonallymeaningful

• constructgroupinterpretationsofthemes• identifyavarietyoftypes ofdances



• Have your child choreographic a dance for younger siblings, cousins, etc.

• Explore the connections between dance and music.

• Research cultural dances.

• describedrama’simpactonsocial,culturalandeconomiclife

• usetechnologytoaidindramaticpresentations• usedramaterminology



• Discuss possible materials in the construction of a set design.

• Write in role.• Take your child to see live theatre in different

performance spaces. If possible, compare it to the movie.

Music

/ applythecreativeprocesstocreateandperformmusicforavarietyofpurposesusingtheelementsandtechniquesofmusic

/ applythecriticalanalysisprocesstocommunicatetheirfeelings,ideasandunderstandingsinresponsetoavarietyofmusicandmusicalexperiences

/ demonstrateanunderstandingofavarietyofmusicalgenresandstylesfromthepastandpresent,andtheirsocioculturalandhistoricalcontexts


• createmusicalcompositions• analyzeusingmusicalterminology• compareandcontrastmusicfrom thepastandpresent


Visual Arts

/ apply the creative process to produce art works in a variety of traditional two- and three-dimensional forms,aswellasmultimediaartworksthatcommunicatefeelings,ideasandunderstandingsusingelements,principlesandtechniquesofvisualartsaswellascurrentmediatechnologies

/ applythecriticalanalysisprocesstocommunicatefeelings,ideasandunderstandingsinresponsetoavarietyofartworksandartexperiences

/ demonstrateanunderstandingofavarietyofartforms,stylesandtechniquesfromthepastandpresent, andtheirsocioculturalandhistoricalcontexts




• Use a computer program to create a piece of digital art.

• Plan a mural outside with younger siblings.

• Discuss contemporary clothing designs that show influences from around the world.Resources

Websites:

TheOntarioCurriculum,Grades1-8,TheArts(2009)http://www.edu.gov.on.ca/eng/curriculum/elementary/grade8.html

• determinesolutionstoincreasinglycomplexdesignchallenges

• interpretartworks forissues,themes andsocialconcerns• exploreartistic traditions


• Listen to music from different eras.• Create a jingle for a favourite breakfast cereal.• Write lyrics and a melody for a current social issue.

• engageinaerobicsroutinesandpilatesactivities

• monitorimprovements intheirbodycontrol whiledevelopingnew skills• workwithapartnertotryout differenttypesofpassesto evadeopponents

/ performmovementskills,demonstratinganunderstandingofthebasicrequirementsoftheskillsand applyingmovementconcepts,asappropriate,astheyengageinavarietyofphysicalactivities/ applymovementstrategiesappropriately,demonstratinganunderstandingofthecomponentsofavariety

ofphysicalactivitiesinordertoenhancetheirabilitytoparticipatesuccessfullyinthoseactivities




• Create an aerobics routine to music.• Encourage your child to assist with

coaching a sports team.

Grade 8Health&PhysicalEducation

/ participateactivelyandregularlyinawidevarietyofphysicalactivities,anddemonstrateanunderstandingofhowpersonalmotivationalfactorscanbeusedtoencouragelifelongparticipationinphysicalactivity

/ demonstrate an understanding of the importance of being physically active, and apply physical fitness conceptsandpracticesthatcontributetohealthy,activeliving

/ demonstrateresponsibilityfortheirownsafetyandthesafetyofothersastheyparticipateinphysicalactivities

• independentlychooseactivitiesthatconnecttofitness goals

• trackheartrateandrecoverytime• explaintheirlikes,dislikes, strengthsandabilities


• Create fitness plans.• Journal fitness activities.

Day #1ExerciseC-Cardio

S-StrengthF-Flexibility

Body Part Worked

Number of Sets/Reps/

Weight

Fitness Journal

Movement Competence

Active Learning

Living SkillsBy the end of Grade 7, students will demonstrate personal and interpersonal skills and the use of critical and creative thinking processes as they acquire knowledge and skills in connection with the expectations in the Active Living, Movement Competence and Healthy Living strands for this grade.



/ demonstrateanunderstandingofthefactorsthatcontributetohealthydevelopment/ demonstratetheabilitytoapplyhealthknowledgeandlivingskillstomakereasoneddecisionsandtake appropriate actions relating to their personal health and well-being/ demonstrate the ability to make connections that relate to health and well-being, how their choices and behavioursaffectboththemselvesandothers,andhowfactorsintheworldaroundthemaffecttheirown

and others’ health and well-being




• Read nutrition labels.• Read and discuss newspapers about

sports injury and prevention.• Investigate the M.A.D.D. organization

with your child.

• namedifferenttypesofnutrientsthatareneededtoachieveoptimalhealthandpreventdisease

• discussdangersassociatedwithsports• identifywaystoavoidgettingintoacarwithadriver

who is under the influence drugs or alcohol• describe the importance of self-awareness in developingstressmanagementstrategies

ResourcesWebsites:

http://www.edu.gov.on.ca/eng/curriculum/elementary/grade8.htmlHealth andPhysical EducationInterim Edition

2 0 1 0

The Ontario CurriculumGrades 1-8

R E V I S E D

www.wechealthunit.org www.phecanada.ca

www.participaction.com

www.phac-aspc.gc.caPublic HealthAgency of Canada

Healthy Living

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