We would like to take this opportunity to welcome you to

our primary classrooms. We will give you a general overview of

the program. For a more extensive list of overall and

specific expectations please feel free to check out the Ministry website, www.edu.gov.on.ca

Language

Our balanced literacy program is divided into sections: Independent Reading, Guided Reading, Shared

Reading, and Read alouds. Our morning block is devoted to literacy, and will also include Working With Words,

Writing, Oral Communication and Media Literacy. It is also important to note that Social Studies and Science are often integrated within the literacy blocks, as they

involve reading and writing.

Read Alouds

During this time the teacher reads aloud to the students, modeling various reading strategies. The students will be introduced to many genres by various authors. These are used as a teaching tool to highlight text features, use of language, develop vocabulary, increase fluency and improve comprehension, etc.

Shared Reading

The shared reading component is an interactive reading experience with print (enlarged texts, picture book, portions of extended texts, song and poem charts, etc.). During this block selected texts are used to model and teach specific reading strategies (e.g. decoding and comprehension strategies, finding rhyming words, word wall words, punctuation).

Guided Reading

During this block of reading a teacher works with a small group of students. This provides them with the opportunity to practise skills being taught in class.

Independent Reading

This is a block of time for students to read and share self-selected books of various genres on a daily basis. It allows students a chance to read at their own level, and provides a forum for sharing and responding to books. All this exposure to different forms of writing also facilitates the development of speaking and listening.

Writing

During the writing block, students will have the opportunity to learn about different styles of writing. Students will write in different formats (e.g., retelling a story, recounting an event, writing a procedure). Students will be exposed to the writing process which includes drafting, revising, editing and rewriting. For instance, they will be encouraged to apply spelling strategies, as well as the grammar and mechanics that have been introduced and taught in class. The writing block involves both teacher-directed instruction during focused writing lessons, and also time for independent writing which allow students the time to practise and explore their own ideas, while reinforcing and/or developing their skills.

Working With Words

This block is a time during which students are exposed to a variety of activities that help them develop their knowledge of vocabulary and provides them with opportunities to apply their knowledge. During this time students sort words, learn high-frequency words, commonly misspelled words and spelling words with rhyming patterns so that they can apply strategies while reading and writing.

Mathematics Overall and specific expectations in mathematics

are organized into five strands: • Number Sense and Numeration• Measurement• Geometry and Spatial Sense• Patterning and Algebra• Data Management and Probability The program is designed to ensure that students

build a solid foundation in mathematics by connecting and applying mathematical concepts in a variety of ways (e.g. problem solving). To support this process, concepts will be integrated from across the five strands whenever possible and will be applied to real-life situations.

Inquiry-Based Learning

Math skills are important to a child’s success-both at school and in everyday life. Children learn math best through activities that encourage them to explore; think about what they are exploring; solve problems using information they have gathered themselves; and explain how they reached their solutions. An important part of learning math is learning how to solve problems. Through inquiry, students will learn that there may be more than one way to solve a problem and more than one answer. They also learn to express themselves clearly as they explain and share their solutions with their classmates.

TeacherDirected

Lesson

Practice

Problem Solving

Application

The Traditional Approach: Probably what your math class looked like.

• Calculate

• Determine

• Find

…and SOLVE

• Calculate

• Determine

• Find

…and SOLVE

Clarify - Refine - Practise - Apply

Teacher Facilitated

Sharing

Problem Solving

Scenario

Activity &

Conversation

A Problem-Based Approach

Getting Ready • Activate prior knowledge• Present the problem• Be sure expectations are clear

Getting Ready • Activate prior knowledge• Present the problem• Be sure expectations are clear

Students Work • Let go!• Listen carefully• Observe and Assess

Students Work • Let go!• Listen carefully• Observe and Assess

Class Discussion and Independent Practise

• Students present their strategies and/or work• Key points put on chart

Class Discussion and Independent Practise

• Students present their strategies and/or work• Key points put on chart

Before

During

After

Three part lesson model

Reporting Periods

The Ministry of Education format for formal reporting to parents is:

• A Progress Report will go home in mid-November. This document will inform parents about their child's strengths and next steps for improvement in Learning Skills and Work Habits, as well as give an indication of the progress in the subject areas.

• The first Report Card will go home in February and will include marks in the subject areas.

• The final Report Card will go home in June.

HOMEWORK

Homework in the primary grades should be about an average of 10 minutes per grade a night, including daily at-home reading (e.g. approximately 10 minutes for grade one, 20 minutes for grade two and 30 minutes for grade three).

Homework will be outlined by each classroom teacher in a hand-out.

Parent Volunteers