Welcome parents to tonights curriculum night!

I would like to thank you all for coming this evening to inform yourselves about your childs
year at a glance. I will be discussing our classrooms behaviour expectations, home/class
communication and curriculum expectations for the year. You will also receive a class schedule
of your childs day to day activities.
Behaviour expectations
!s a classroom teacher, my primary concern is to create an environment that fosters
learning and growth. In order to achieve this, I work on creating a classroom where the students
including myself respect one another. "n the #rst day of school, we created a list of classroom
rules and conse$uences that I reinforce whenever the need be. I also teach the students
classroom routines that are practiced especially in the #rst month of school in order to ensure a
smooth running classroom. %hese routines include morning routines, transition periods from one
sub&ect to the next, entering/exiting routines, and end of the day dismissal etc. 'ork habits take
on a ma&or importance in the classroom. ()cient work habits, neatness in the presentation of
school work and emphasis placed on the e*ort in the application of skills to the best of the
students ability. +lease consult the +arent and student handbook for further information.
,ome and class communication
%he agenda is a great tool where communication can take place
between teacher and parent. +lease look over your childs agenda
every evening to #nd out what homework is expected of them. +lease
sign the agenda -with your name as opposed to an initial. each night
to ensure that work has been completed. /indly circle any homework
that has not been completed by your child with a note as to the
reason. !lso, feel free to communicate with me through the agenda
by writing a note regarding any concerns or information that I may
need to know.
I look forward to an exciting year with your child0
1me 2itto
Curriculum for grades 4 French Immersion
3isted below are the various sub&ects to be taught in the grade 4 curriculum. %he ministry of
education provides speci#c guidelines for teaching combined grades for certain sub&ects such as
religion and fully alive. 5or further information on curriculum expectations please visit
www.edu.gov.on.ca and other policies www.tcdsb.org. !t "3', teachers receive 647 minutes of
prep time. %his year, science and technology, social studies, health and physical education,
music and library will be covered by other teachers. !s a result, those teachers will be in charge
of the assessment and evaluation of the sub&ect. Below the names of the teachers will be listed.
8eligion and 5ully !live
8eligion
8esources 9in the spirit we belong: and 9;ome and see:.
%erm < -=ept>?ec.
@AI% <>%he ;hurch hands on the good news
@AI% 6 > %he 2ood Aews about Besus ;hrist
@AI% C D %heme C. 'e explore the Aew %estament @AI% 4> %he ,oly =pirit comes upon
!dvent people -grade C program.
%erm 6 -Ban>1arch.
@AI% E>5irst memories of Besus the call to
@AI% C>Besus tells us about the reign of 2od
@AI% E>Besus 9Born of a woman:
%erm C -1arch>Bune.
@AI% F>%he ,oly =pirit reconciles people
@AI% G>91y 3ord and my 2od:
@AI% 6>%he ,oly =pirit feeds and gathers is at (ucharist -
@AI% C>%he ,oly =pirit calls and anoints us in Baptism and ;on#rmation
5ully !live
%heme < ;reated and 3oved by 2od
%heme 6 3iving in 8elationship
%heme C ;reated =exual 1ale and female
%heme 4 2rowing in commitment
%heme E 3iving in the world
2rade 4> %he arts
?rama/?ance
;reating and +resenting apply the creative process to dramatic play and process drama, using
the elements and conventions of drama to communicate feelings, ideas, and storiesH
communicate feelings, ideas, and understandings in response to a variety of drama works and
experiencesH demonstrate an understanding of a variety of drama, dance and theatre forms,
traditions, and styles from the past and present, and their sociocultural and historical contexts.
!pply the creative process to the composition of movement se$uences and short dance pieces,
using the elements of dance to communicate feelings and ideasH communicate their feelings,
ideas, and understandings in response to a variety of dance pieces and experiencesH
Iisual !rts
!pply the creative process to produce a variety of two> and three>dimensional art works to
communicate feelings, ideas, and understandingsH communicate feelings, ideas, and
understandings in response to a variety of art works and art experiencesH demonstrate an
understanding of a variety of art forms, styles, and techni$ues from the past and present, and
their sociocultural and historical contexts.
1usic
!pply the creative process to create and perform music for a variety of purposes, using the
elements and techni$ues of musicH communicate their feelings, ideas, and understandings in
response to a variety of music and musical experiencesH demonstrate an understanding of a
variety of musical genres and styles from the past and present, and their sociocultural and
historical contexts.
*The music class will be taught by: Mlle Selina
2rade 4 >(nglish
Overall expectations grade 4
"ral communication
<. listen in order to understand and respond appropriately in a variety of situations for a variety
of purposesH
6. use speaking skills and strategies appropriately to communicate with di*erent audiences for a
variety of purposesH
C. reJect on and identify their strengths as listeners and speakers, areas for improvement, and
the strategies they found most helpful in oral communication situations.
8eading
<. read and demonstrate an understanding of a variety of literary, graphic, and informational
texts, using a range of strategies to construct meaningH
6. recogniKe a variety of text forms, text features, and stylistic elements and demonstrate
understanding of how they help communicate meaningH
C. use knowledge of words and cueing systems to read JuentlyH
4. reJect on and identify their strengths as readers, areas for improvement, and the strategies
they found most helpful before, during, and after reading
'riting
<. generate, gather, and organiKe ideas and information to write for an intended purpose and
audienceH
6. draft and revise their writing, using a variety of informational, literary, and graphic forms and
stylistic elements appropriate for the purpose and audienceH
C. use editing, proofreading, and publishing skills and strategies, and knowledge of language
conventions, to correct errors, re#ne expression, and present their work e*ectivelyH
4. reJect on and identify their strengths as writers, areas for improvement, and the strategies
they found most helpful at di*erent stages in the writing process
2rade 4 >5rench
"verall expectations grade 4
D prLsent of >ir and >re verbs, expressions with avoir and faire -e.g., Bai faim. Bai dix ans. Il fait
chaud. Il fait du ski.., passL rLcent using venir de -e.g., Be viens de #nir mes devoirs..
D use appropriate language structures in their writingH
D use and spell correctly the vocabulary appropriate for this grade levelH
D use cursive writing.
2rade 4> 1athematics
Number Sense and Numeration: representing and ordering numbers to <7 777H representing money
amounts to M<77H developing the concept of place value to tenthsH representing and comparing fractions
using fractional notationH adding and subtracting three>digit numbers in a variety of waysH multiplying and
dividing two>digit whole numbers by one>digit whole numbersH relating halves, #fths, and tenths to
decimals
Measurement: measuring length using millimetresH measuring time intervals to the nearest minuteH
determining elapsed timeH measuring mass in grams and capacity in millilitresH measuring volume using
concrete materialsH determining area and perimeter relationships for rectanglesH comparing the mass and
capacity of ob&ects using standard unitsH relating years to decades and decades to centuries
Geometry and Spatial Sense: identifying geometric properties of parallelogramsH classifying two>
dimensional shapes by geometric properties -number of sides, angles, and symmetry.H identifying a
straight angle, a right angle, and half a right angleH classifying prisms and pyramids by geometric
propertiesH constructing three>dimensional #gures in a variety of waysH describing location using a grid
systemH performing and describing reJections.
Patterning and Algebra: relating the term and the term number in a numeric se$uenceH generating
patterns that involve addition, subtraction,multiplication, and reJectionsH determining the missing numbers
in e$uations involving multiplication of one> and two>digit numbersH using the commutative and
distributive properties to facilitate computation.
Data Management and Probability: collecting and organiKing discrete dataH reading and displaying
data using stem>and>leaf plots and double bar graphsH understanding medianH comparing two related sets
of dataH predicting the fre$uency of an outcomeH investigating how the number of repetitions of a
probability experiment a*ects the conclusion drawn.
Health and Physical ducation
"verall expectations grades 4
<. ?evelop fundamental movement skills, locomotion, and manipulation and stability skills.
6. @nderstand healthy eating, growth and development.
C. !c$uire safety and in&ury prevention.
The health and physical education will be taught by Mlle Stephanie
2rade 4> =ciences
Habitats and Communities:
!" !nalyse the e*ects of human activities on habitats and communitiesH
#" Investigate the interdependence of plants and animals within speci#c habitats and
communitiesH
$" ?emonstrate an understanding of habitats and communities and the relationships
among the plants and animals that live in them.
Pulleys and Gears:
!" (valuate the impact of pulleys and gears on society and the environmentH
#" Investigate ways in which pulleys and gears modify the speed and direction of, and the
force exerted on, moving ob&ectsH
$" ?emonstrate an understanding of the basic principles and functions of pulley systems
and gear systems.
Light and Sound:
!" !ssess the impact on society and the environment of technological innovations related
to light and soundH
#" Investigate the characteristics and properties of light and soundH
$" ?emonstrate an understanding of light and sound as forms of energy that have speci#c
characteristics and properties.
Rocs and Minerals:
!" !ssess the social and environmental impacts of human uses of rocks and mineralsH
#" Investigate, test, and compare the physical properties of rocks and mineralsH
$" ?emonstrate an understanding of the physical properties of rocks and minerals.
%he =cience curriculum is taught by 1. 'and&y
2rade 4 > =ocial =tudies
People and !n"ironments # Political and Physical Regions o$ Canada:
!" !pplication assess some key ways in which industrial development and the natural
environment a*ect each other in two or more political and/or physical regions of ;anada
-5";@= "A ;ause and ;onse$uenceH Interrelationships.
#" In$uiry use the social studies in$uiry process to investigate some issues and challenges
associated with balancing human needs/wants and activities with environmental
stewardship in one or more of the political and/or physical regions of ;anada -5";@= "A
+erspective.
$" @nderstanding ;ontext identify ;anadas political and physical regions, and describe
their main characteristics and some signi#cant activities that take place in them -5";@=
"A =igni#canceH +atterns and %rends.
Heritage and %dentity # !arly Societies& '((( )C! * +,(( C!
!" !pplication compare key aspects of life in a few early societies -C777 B;(D<E77 ;(.,
each from a di*erent region and era and representing a di*erent culture, and describe
some key similarities and di*erences between these early societies and present>day
;anadian society -5";@= "A ;ontinuity and ;hangeH +erspective.
#" In$uiry use the social studies in$uiry process to investigate ways of life and
relationships with the environment in two of more early societies -C777 B;(D<E77 ;(.,
with an emphasis on aspects of the interrelationship between the environment and life in
those societies -5";@= "A Interrelationships.
$" @nderstanding ;ontext demonstrate an understanding of key aspects of a few early
societies -C777 B;(D<E77 ;(., each from a di*erent region and era and representing a
di*erent culture, with reference to their political and social organiKation, daily life, and
relationships with the environment and with each other -5";@= "A =igni#cance.
%he =ocial =ciences curriculum is taught by 1. 'and&y
2rade 4 > ,ealth
Healthy Li"ing:
!" ?emonstrate an understanding of factors that contribute to healthy developmentH
#" ?emonstrate the ability to apply health knowledge and living skills to make reasoned
decisions and take appropriate actions relating to their personal health and well>beingH
$" ?emonstrate the ability to make connections that relate to health and well> being D how
their choices and behaviours a*ect both themselves and others, and how factors in the
world around them a*ect their own and others health and well>being.
%he ,ealth curriculum is taught by 1lle ;amelia