Curriculum Plan 2015-2016
G4 Where We Are in Place and Time
R1. Read a variety of books for
pleasure, instruction and
information.
R2. Identify literary elements of a
Language story.
a) Plot
b) Story endings
R3. Identify different forms of
literature.
R5. Understand and respond to the
ideas, feelings and attitudes
expressed in various texts, showing
empathy for characters
R6. Discuss and outline the sequence
of events leading to the final
outcome
R7. Know how to skim and scan text
to decide whether they will be useful
before attempting to read in detail.
R8. Inquire and work cooperatively
to access, read, interpret and
evaluate a range of materials.
R9. Access information from a
variety of texts both in print and
online (newspaper, magazine,
journal, books)
W9. Use descriptive language that
clarifies and enhances writing.
W10. Use apostrophes appropriately
to show ownership.
W16. Demonstrate the proper use of
verbs in written compositions.
W17. Demonstrate the proper use of
adjectives in written compositions.
W18. Demonstrate the proper use of
adverbs in written compositions.
W20. Use conventions of spelling in
written compositions.
W21. Use a dictionary and thesaurus
to check accuracy.
W22. Use conventions of
capitalization and punctuation in
written compositions.
W23. Evaluate own writing from a
How the World Works
R1. Read a variety of books for pleasure,
instruction and information.
R2. Identify literary elements of a story.
a) Plot
b) Story endings
R3. Identify different forms of literature.
R4. Identify cause and effect of
characters actions within a story.
R6. Discuss and outline the sequence of
events leading to the final outcome
R7. Know how to skim and scan text to
decide whether they will be useful
before attempting to read in detail.
R8. Inquire and work cooperatively to
access, read, interpret and evaluate a
range of materials.
R9. Access information from a variety
of texts both in print and online
(newspaper, magazine, journal, books)
W11. Write using joined script.
W20. Use conventions of spelling in
written compositions.
W21. Use a dictionary and thesaurus to
check accuracy.
W22. Use conventions of capitalization
and punctuation in written compositions.
W23. Evaluate own writing from a set of
criteria.
W26. Write using a range of text types
in order to communicate effectively, for
example, narrative, instructional,
persuasive.
W27. Use planning, drafting, editing and
reviewing processes with teacher's
support.
W28. Select vocabulary and supporting
details to achieve desired effects.
W29. Use knowledge of written code
patterns to accurately spell high-
frequency and familiar words.
W30. Identify and describe elements of
a story—setting, plot, character, theme.
W31. Work cooperatively with a partner
to discuss and improve each other’s
Sharing the Planet
R1. Read a variety of books for pleasure,
instruction and information.
R2. Identify literary elements of a story.
a) Plot
b) Story endings
R3. Identify different forms of literature.
R7. Know how to skim and scan text to
decide whether they will be useful
before attempting to read in detail.
R8. Inquire and work cooperatively to
access, read, interpret and evaluate a
range of materials.
R9. Access information from a variety
of texts both in print and online
(newspaper, magazine, journal, books)
W11. Write using joined script.
W19. Use coordinating conjunctions in
written compositions.
W20. Use conventions of spelling in
written compositions.
W21. Use a dictionary and thesaurus to
check accuracy.
W22. Use conventions of capitalization
and punctuation in written compositions.
W23. Evaluate own writing from a set of
criteria.
W24. Begin identifying and using
dialogue in written compositions.
W27. Use planning, drafting, editing and
reviewing processes with teacher's
support.
W28. Select vocabulary and supporting
details to achieve desired effects.
W29. Use knowledge of written code
patterns to accurately spell high-
frequency and familiar words.
W30. Identify and describe elements of
a story—setting, plot, character, theme.
OL9. Explain and discuss their own
writing with peers and adults.
OL10. Use a range of specific
vocabulary in different situations,
indicating an awareness that language is
influenced by purpose, audience and
Who We Are How We organize Ourselves Ho
R1. Read a variety of books for pleasure, R1. Read a variety of books for pleasure, R1. Read
instruction and information. instruction and information. instructio
R2. Identify literary elements of a story. R2. Identify literary elements of a story. R2. Ident
a) Plot a) Plot a)
b) Story endings b) Story endings b)
R3. Identify different forms of literature. R3. Identify different forms of literature. R3. Ident
R7. Know how to skim and scan text to R7. Know how to skim and scan text to R7. Know
decide whether they will be useful decide whether they will be useful decide w
before attempting to read in detail. before attempting to read in detail. before at
R8. Inquire and work cooperatively to R8. Inquire and work cooperatively to R8. Inqu
access, read, interpret and evaluate a access, read, interpret and evaluate a access, re
range of materials. range of materials. range of
R9. Access information from a variety R9. Access information from a variety R9. Acce
of texts both in print and online of texts both in print and online of texts b
(newspaper, magazine, journal, books) (newspaper, magazine, journal, books) (newspap
W1. Independently gather and record W11. Write using joined script. W20.
information for research. Use conventions of spelling in written R6. Unde
W4. With teacher\peer assistance use compositions. identify t
multiple representations of information. W21. Use a dictionary and thesaurus to R10. Rec
W5. Compile simple information into check accuracy. example
written reports and summaries. W22. Use conventions of capitalization a) simile
W6. Select a focus in order to guide and punctuation in written compositions. b) metap
research while shared writing. W23. Evaluate own writing from a set of c) idiom
W7. Begin to create multiple-paragraph criteria. W1. Inde
composition with clear, fluid sentences. W27. Use planning, drafting, editing and informati
W8. Use conventional structures for reviewing processes with teacher's W2. Quo
conveying information. support. W11. Wr
W11. Write using joined script. W28. Select vocabulary and supporting W20. Us
W12. Identify and use exclamatory and details to achieve desired effects. written c
imperative sentences in written W29. Use knowledge of written code W21. Us
compositions. patterns to accurately spell high- check acc
W13. Use appropriate paragraph frequency and familiar words. W22. Us
formatting. W30. Identify and describe elements of and punc
W14. Use pronouns in written a story—setting, plot, character, theme. W23. Ev
compositions. OL6. Use details, examples, anecdotes criteria.
W15. Demonstrate the proper use of or experiences to explain or clarify W27. Us
nouns in written compositions. information. reviewin
OL8. Understand that ideas and opinions support.
W20. Use conventions of spelling in can be generated, developed and W28. Sel
written compositions. presented through talk. details to
W21. Use a dictionary and thesaurus to OL9. Explain and discuss their own W29. Us
check accuracy. writing with peers and adults. patterns t
W22. Use conventions of capitalization OL10. Use a range of specific frequenc
and punctuation in written compositions. vocabulary in different situations, W30. Ide

set of criteria.
W25. Write independently and with
confidence, demonstrating a
personal voice as a writer.
W26. Write using a range of text
types in order to communicate
effectively, for example, narrative,
instructional, persuasive.
W27. Use planning, drafting, editing
and reviewing processes with
teacher's support.
W28. Select vocabulary and
supporting details to achieve desired
effects.
W29. Use knowledge of written
code patterns to accurately spell
high-frequency and familiar words.
W30. Identify and describe elements
of a story—setting, plot, character,
theme.
Writing Genre OL1. Listen attentively to
classmates, adults and media,
presenting their own point of view
and respecting others’.
OL2. Listen for a specific purpose in
a variety of situations.
OL3. Organizes and delivers oral
presentations; individually, in pairs
and/or in groups.
OL4. Use effective introductions and
conclusions.
OL7. Listen to a variety of oral
presentations including stories,
poems, rhymes and reports and
respond with increasing confidence
and detail.
structures can be irregular and begin
to use them appropriately and
consistently.
OL12. Verbalize their thinking and
explain their reasoning.
Curriculum Plan 2015-2016
work, taking the roles of authors and
editors.
OL9. Explain and discuss their own
writing with peers and adults.
OL10. Use a range of specific
vocabulary in different situations,
indicating an awareness that language is
influenced by purpose, audience and
context.
OL11. Realize that grammatical
structures can be irregular and begin to
use them appropriately and consistently.
OL12. Verbalize their thinking and
explain their reasoning.
VL4. Choose, with guidance,
appropriate research resources and use
in research project.
OL9. Explain and discuss their own
writing with peers and adults.
OL10. Use a range of specific
vocabulary in different situations,
indicating an awareness that language is
influenced by purpose, audience and
context.
OL11. Realize that grammatical
ML1. Identify the conventions and
techniques used in some familiar media
forms and explain how they help convey
meaning
context.
OL11. Realize that grammatical
structures can be irregular and begin to
use them appropriately and consistently.
OL12. Verbalize their thinking and
explain their reasoning.
W23. Evaluate own writing from a set of
criteria.
W27. Use planning, drafting, editing and
reviewing processes with teacher's
support.
W28. Select vocabulary and supporting
details to achieve desired effects.
W29. Use knowledge of written code
patterns to accurately spell high-
frequency and familiar words.
W30. Identify and describe elements of
a story—setting, plot, character, theme.
OL1. Listen attentively to classmates,
adults and media, presenting their own
point of view and respecting others’.
OL2. Listen for a specific purpose in a
variety of situations.
OL3. Organizes and delivers oral
presentations; individually, in pairs
and/or in groups.
OL4. Use effective introductions and
conclusions.
OL5. Use verbal and non-verbal cues to
clarify meaning and emphasize points.
OL9. Explain and discuss their own
writing with peers and adults.
OL10. Use a range of specific
vocabulary in different situations,
indicating an awareness that language is
influenced by purpose, audience and
context.
OL11. Realize that grammatical
structures can be irregular and begin to
use them appropriately and consistently.
OL12. Verbalize their thinking and
explain their reasoning.
indicating an awareness that language is a story—
influenced by purpose, audience and OL7. Lis
context. presentat
OL11. Realize that grammatical rhymes a
structures can be irregular and begin to increasin
use them appropriately and consistently. OL9. Exp
OL12. Verbalize their thinking and writing w
explain their reasoning. OL10. U
VL1. Describe personal reactions to vocabula
visual messages; reflect on why others indicatin
may perceive the images differently. influence
VL2 Explain how other visual texts can context.
be used to help construct meaning in OL11. R
new texts structure
VL3. Show how body language, for use them
example, facial expression, gesture and OL12. V
movement, posture and orientation, eye explain t
contact and touch, can be used to
achieve effects and influence meaning
ML1. Identify the conventions and
techniques used in some familiar media
forms and explain how they help convey
meaning
ML2. Identify whose point of view is
presented or reflected in a media text
and suggest how the text might change if
a different point of view were used
ML3. Analyze and synthesize the
messages conveyed in media texts.
ML4. Use overt and implied messages to
draw inferences and make meaning in
simple media texts
ML5. Identify the conventions and
techniques used in some familiar media
forms and explain how they help convey
meaning and influence or engage the
audience.
 Curriculum Plan 2015-2016
VL1. Describe personal reactions to
visual messages; reflect on why
others may perceive the images
differently.
VL2 Explain how other visual texts
can be used to help construct
meaning in new texts
VL3. Show how body language, for
example, facial expression, gesture
and movement, posture and
orientation, eye contact and touch,
can be used to achieve effects and
influence meaning

Personal Narrative Imaginative Informative Research (Expository) Persuasive

Chapters 2, 4
N1. recognize, read and write whole
numbers to 10 000 in standard,
expanded, and written forms
Math N2. represent the place value of
whole numbers to 10 000 using
concrete materials, drawings, and
symbols
N3.compare and order whole
numbers to 10 000 using concrete
materials, drawings, and symbols
N4. solve problems involving whole
numbers, and describe and explain
the variety of strategies used
N5. read and write money values to
50LE
N6. estimate the amount of money in
collections of coins and bills to
50LE, and count to determine the
total value
N7. make purchases of and change
for items up to 50LE
N8. add and subtract numbers
mentally
N9. demonstrate an understanding of
the addition and subtraction of
decimal numbers to hundredths
Chapters 7, 8, 11
SS1. sort and classify two-dimensional
figures according to shape
SS2. identify similar and congruent
figures using a variety of media
SS3. construct congruent figures in a
variety of ways
SS4. measure angles using a protractor
SS5. use language effectively to
describe geometric concepts, reasoning,
and investigations
SS6. recognize and describe the
occurrence and application of geometric
properties and principles in the everyday
world
SS7. draw lines of symmetry on two-
dimensional shapes
SS8. demonstrate an understanding of
translations, reflections, and rotations
SS9 apply translations, reflections, and
rotations using concrete materials and
drawings to pose and solve problems
SS10. use mathematical language to
describe geometric ideas
Chapters 1, 6, 9
PF1. Recognize mathematical
relationships in patterns
PF2. demonstrate equivalence in simple
numerical equations using concrete
materials, drawings, and symbols
PF3. identify, extend, and create linear
and non-linear geometric patterns,
number and measurement patterns, and
patterns in their environment by
changing two or more attributes
PF4. identify and extend patterns to
solve problems in meaningful contexts
PF5. describe patterns encountered in
any context, make model of the patterns,
and create charts to display the patterns
PF6. analyze number patterns and state
the rule for any relationships
PF7. discuss and defend the choice of a
pattern rule
PF8. apply patterning strategies to
problem-solving situations, pose and
solve problems by applying a patterning
strategy
Chapters 5, 9, 10
M1. describe the relationship between
millimeters, centimeters, decimeters,
meters, and kilometers
M2. draw items given specific lengths
M3. select the most appropriate standard
unit to measure linear dimensions and
the perimeter of regular polygons
M4. estimate lengths in millimeters,
centimeters, meters, and kilometers
M5. distinguish between estimated and
precise measurements and know when
each kind is required
M6. identify relationships between and
among measurement concepts
M7. estimate and measure time intervals
to the nearest minute
M8. create and solve problems related to
day-to-day environment using
measurement and estimation
M9. estimate measure and record the
perimeter of two-dimensional shapes,
and compare the perimeters
M10. use linear dimensions and
Chapters 3, 12 Chapters
DH.1 collect and organize data and DH11. de
identify their use probabili
to situatio
DH2. identify examples of the use of experime
data in the world around them
DH3. conduct surveys and record data DH12. us
on tally charts pose and
DH4. construct labelled graphs create DH13. so
intervals suited to the range and the conce
distribution of the data gathered DH14. co
DH5. use conventional symbols, titles, experime
and labels when displaying data decisions
DH6. display data by hand and by using DH15. us
computer applications on horizontal and data acco
vertical bar graphs and on pictographs compare
using many-to-one correspondence predicted
DH7. before gathering data, predict the
possible results of a survey based on
their experiences
DH8. explain how data was collected
and describe the results of a survey
DH9. interpret data presented on tables,
charts, and graphs and discuss the
important features using mathematical
 Curriculum Plan 2015-2016
SS11. identify the two-dimensional
shapes of the faces of three-dimensional
figures
SS12. investigate the attributes of three-
dimensional figures and two-
dimensional shapes using concrete
materials and drawings
SS13. draw and build three-dimensional
objects and model
SS14. solve problems using geometric
model
Science ▪explain how technological innovations
involving light and sound have an
impact on the environment
PF9. determine the value of a missing
term in equations involving addition and
subtraction, with and without the use of
concrete materials
PF10. recognize mathematical
relationships in patterns
N10. solve problems involving whole
numbers and decimals, and describe and
explain the variety of strategies used
N11. select the appropriate operation
(addition, subtraction, multiplication,
division) to solve a problem
N12. pose problems involving whole
numbers and solve them
N13. explain their thinking when
solving problems involving whole
numbers
N14. count by 3s, 4s, 6s, 7s, 8s, 9s, and
10s to 100
N15. multiply whole numbers by 10,
100, and 1000
N16. relate division to multiplication
N17. recall multiplication and division
facts to 9x9
N18. multiply and divide and/or
estimation: a 3-digit number by a 1-digit
number
▪explain why energy sources are either
renewable or non-renewable.
▪demonstrate an understanding that
energy can neither be created nor
destroyed, but it can be transformed.
▪explain how choices about using energy
and resources have both immediate and
long-term impacts.
perimeter measure with precision to terms
measure length and perimeter DH10. recognize the purposes of
M11. select the most appropriate different parts of a graph: title, labels,
standard unit (square centimeter or axes
square meter) to measure the area of N19. represent, compare, and order
polygons of different sizes mixed numbers and proper and improper
M12. estimate the area of regular fractions with like denominators
polygons, and measure the area in N20. read and write decimal numbers to
square centimeters using grid paper hundredths
M13. understand that different 2- N21.compare and order decimals, mixed
dimensional shapes can have the same numbers and proper and improper
perimeter or the same area fractions with like denominators
M14. relate measure of area and N22. understand and explain basic
perimeter to the linear dimensions of operations (addition and subtraction) of
parts of rectangles or squares decimals to tenths and hundredths by
M15. explain the difference between modeling and discussing a variety of
linear measure, perimeter and area, and problem situations
indicate when each measure should be N23. Develop proficiency in adding and
used subtracting decimal numbers to tenths
M16. estimate, measure, and record the N24. select and perform computation
capacity of containers and the mass of techniques appropriate to specific
familiar objects, compare the measure, problems involving decimals, and
and model the volume of three determine
dimensional figures whether the results are reasonable and
M17. estimate, measure, and record the explain the variety of strategies used
mass of objects using standard units;
compare the measure, and order objects
by mass
M18. describe the relationship between
grams and kilograms and milliliters and
liters
M19. select the most appropriate
standard unit to measure capacity and
mass (e.g., milligram or gram
▪describe organ systems as components
of a larger system (the body) and, as
such, work together and affect one
another.
▪explain how organ structures are linked
to their functions.
▪describe how systems in the human
body work together to meet our basic
needs.
 Curriculum Plan 2015-2016
▪describe how conservation (reducing
our use of energy and resources) is one
way of reducing the impacts of using
energy and resources.
▪demonstrate an understanding that
choices we make affect our organ
systems and, in turn, our overall health.

▪explain how everything that happens is

a result of using some form of energy

▪describe how different types of forces

cause movement
▪identify air and water as major parts
of the environment

▪identify the sun as the source of

most of the energy on earth

Social Studies ▪identify why people migrate
▪identify the long-term and short-
term effects of migration
▪ consider and respect others’
perspectives
▪ demonstrate self-respect, as well as
respect and empathy for others
▪identify and describe the impact of
migration on our world
▪explain the impact of technology on the
global environment
▪reflect on the role of
technology in his/her own life
▪identify the reasons why people feel
compelled to explore the unknown
▪ explain the relevance of
various inventions in relation
to the time period in which they
were developed
▪ develop an understanding of the
dynamic and complex relationships
within and between systems
 explain how supply and
demand are affected by
population and the availability
of resources
▪explain how supply and demand are ▪compare
affected by population and the values
▪ interpret a timeline availability of resources
▪ describe the connection between ▪ identify
▪ independently create a variety of connected
human needs and wants and how they
different types of timelines (horizontal, global com
are met
vertical, and illustrated)
▪ demonstrates an understanding of
symbols related to time (Roman
Numerals

▪identify and describe examples in

▪identify and describe ways that
which technology has changed the lives
family, groups and community of people
influences personal choices

PSPE • know and reflect on their own
cultural
influences, experiences, traditions
and perspectives, and are open to
those of others
• understand that expressing concern
for others is a key element in
• know and explain how self-talk can
influence
their behaviour and their approach to
learning.
• understand personal qualities,
• understand that there are a variety of
actions that can be employed to either
enhance or disrupt relationships.
• understand how to critically analyze
media messages for a variety of
marketing and social sigma campaigns.
•know ways to live a healthier lifestyle. • unders
• understand that there are substances for optim
that can cause harm to health.
developm
• know different stages of life and how
these can affect physical performance.
• knows h
• know and understand how daily
their own

developing empathy.
• know how to communicate
confidently with a variety of peers
and adults in a variety of situations.
• knows how to use a variety of
strategies to resolve conflict,
negotiations.
• know and develop greater body
control
when performing movements.
• understand and reflect on
movement sequences in order to
improve physical performance.
• know different factors (heritable
and non-heritable) that
shape an identity (for example,
gender, sexuality, nationality,
language group)
ITC Identify the main parts of the
computer (keyboard, monitor,
mouse, drives and shutdown)
Login and logout of computers
properly
"Launch" programs
Use mouse correctly
Place the cursor at a specific location
on the screen
Double -click to open folders
Open and close computer programs
Print files under teacher direction
Print files independently
Toggle between 2 programs
Show and hide toolbars
Use short cuts to perform functions
in various applications
Print specific pages
Access files from documents folder
and shared folder with teacher
assistance
Curriculum Plan 2015-2016
strengths and limitations.
• understand and use appropriate
emotional awareness and
personal skills to relate to and help
others.
Use correct posture
Begin to locate and use letters, numbers,
etc.
Identify and locate special
keys such as, enter, spacebar, caps lock,
shift keys
Introduce home row and correct finger
placement
Use proper fingering techniques
Open and work with activities in
Kidspiration (K -3) or templates in
Inspiration (3-6) under teacher direction
Create simple graphic organizers
Organize ideas for writing
Create graphic organizers in language
arts, social studies and science
Change the fill and text colors, font, and
size of symbols
practices influence short- and long-term around th
health. driver, do
• know and understand
the principles of training in
developing and maintaining fitness.
Discuss and comply with Network Use Type first name, ABC's, #'s and/or Open and exit presentation application Access an
& Internet Policy simple words Create a new slide or presentation and variety of
Demonstrate appropriate computer open a saved slide or presentation
etiquette Use the delete and backspace Locate inf
Choose a layout
Respect the privacy of all users appropriately electronic
Use appropriate judgment upon entering Change order of slides
Internet sites Cut, copy, paste within a presentation
Perform basic formatting tasks including Locate inf
Citing material taken from another Insert or delete slides
font, style, color, bold, italic, underline, media cen
source, under issues of plagiarism as Arrange objects on the slide
they apply to information technology alignment
Save a presentation Identify a
Obey copyright laws regarding student Add slide transitions to the slide show
generated material Use simple text editing skills primary a
Present presentation to an audience
Demonstrate proper use of transferring
files from home to school Insert clip art Use text special effects such as Word Search the
Determine what is accurate information Art strategies:
found on the internet Type short writing pieces Insert graphics, clip art and/or digital headings
pictures
Type with one space between word Utilize mu
Add animation to text and graphics
between words and be consistent with informatio
Edit color schemes and layout
spacing after a sentence (1 or 2 spaces is
arrangement
Produce r
 Curriculum Plan 2015-2016
Save files to documents folder Add pictures to their graphic organizers acceptable) Insert movie clips and recorded sound informatio
during whole group lessons Use activities (Kidspiration) or different t
Save to documents folder and shared templates (Inspiration) to create graphic Use the return and tab keys
folder Determine
organizers
Access files from documents folder Use spell check and thesaurus found on a
and shared folder Use outline feature when preparing to
Manipulate graphics (sizing, write Rename and move files Research
moving, text wrap, etc.)
appropria
Change page orientation Select and deselect text
Save to documents and shared sources co
folders independently Cut, copy, paste, within a document
Use a web browser Demonstr
Use teacher-centered web based Use page setup options skills; use
activities on topics of study (i.e. download
scavenger hunts/Web Quests) Use borders/drawing tool/graphics internet si
subjects
Insert graphics from outside source
Differenti
Use teacher chosen web sites/ reference propagand
software to extract and gather internet si
information for research

To access real data on topics of study

Use research to gather information for

presentations

Cite sources

Copy/paste text and pictures to word

processing and multimedia programs

Use effective search strategies to find

appropriate sites

Determine what information is

important for the given task

Determine what is accurate information

Research and evaluate the accuracy,

Curriculum Plan 2015-2016
relevance, appropriateness,
comprehensiveness, and bias of
electronic information sources
concerning real-world problems