Professional Documents
Culture Documents
G4 Where We Are in Place and Time How the World Works Sharing the Planet Who We Are How We organize Ourselves Ho
R1. Read a variety of books for R1. Read a variety of books for pleasure, R1. Read a variety of books for pleasure, R1. Read a variety of books for pleasure, R1. Read a variety of books for pleasure, R1. Read
pleasure, instruction and instruction and information. instruction and information. instruction and information. instruction and information. instructio
information. R2. Identify literary elements of a story. R2. Identify literary elements of a story. R2. Identify literary elements of a story. R2. Identify literary elements of a story. R2. Ident
R2. Identify literary elements of a a) Plot a) Plot a) Plot a) Plot a)
Language story. b) Story endings b) Story endings b) Story endings b) Story endings b)
a) Plot R3. Identify different forms of literature. R3. Identify different forms of literature. R3. Identify different forms of literature. R3. Identify different forms of literature. R3. Ident
b) Story endings R4. Identify cause and effect of R7. Know how to skim and scan text to R7. Know how to skim and scan text to R7. Know how to skim and scan text to R7. Know
R3. Identify different forms of characters actions within a story. decide whether they will be useful decide whether they will be useful decide whether they will be useful decide w
literature. R6. Discuss and outline the sequence of before attempting to read in detail. before attempting to read in detail. before attempting to read in detail. before at
R5. Understand and respond to the events leading to the final outcome R8. Inquire and work cooperatively to R8. Inquire and work cooperatively to R8. Inquire and work cooperatively to R8. Inqu
ideas, feelings and attitudes R7. Know how to skim and scan text to access, read, interpret and evaluate a access, read, interpret and evaluate a access, read, interpret and evaluate a access, re
expressed in various texts, showing decide whether they will be useful range of materials. range of materials. range of materials. range of
empathy for characters before attempting to read in detail. R9. Access information from a variety R9. Access information from a variety R9. Access information from a variety R9. Acce
R6. Discuss and outline the sequence R8. Inquire and work cooperatively to of texts both in print and online of texts both in print and online of texts both in print and online of texts b
of events leading to the final access, read, interpret and evaluate a (newspaper, magazine, journal, books) (newspaper, magazine, journal, books) (newspaper, magazine, journal, books) (newspap
outcome range of materials. W11. Write using joined script. W1. Independently gather and record W11. Write using joined script. W20.
R7. Know how to skim and scan text R9. Access information from a variety W19. Use coordinating conjunctions in information for research. Use conventions of spelling in written R6. Unde
to decide whether they will be useful of texts both in print and online written compositions. W4. With teacher\peer assistance use compositions. identify t
before attempting to read in detail. (newspaper, magazine, journal, books) W20. Use conventions of spelling in multiple representations of information. W21. Use a dictionary and thesaurus to R10. Rec
R8. Inquire and work cooperatively W11. Write using joined script. written compositions. W5. Compile simple information into check accuracy. example
to access, read, interpret and W20. Use conventions of spelling in W21. Use a dictionary and thesaurus to written reports and summaries. W22. Use conventions of capitalization a) simile
evaluate a range of materials. written compositions. check accuracy. W6. Select a focus in order to guide and punctuation in written compositions. b) metap
R9. Access information from a W21. Use a dictionary and thesaurus to W22. Use conventions of capitalization research while shared writing. W23. Evaluate own writing from a set of c) idiom
variety of texts both in print and check accuracy. and punctuation in written compositions. W7. Begin to create multiple-paragraph criteria. W1. Inde
online (newspaper, magazine, W22. Use conventions of capitalization W23. Evaluate own writing from a set of composition with clear, fluid sentences. W27. Use planning, drafting, editing and informati
journal, books) and punctuation in written compositions. criteria. W8. Use conventional structures for reviewing processes with teacher's W2. Quo
W9. Use descriptive language that W23. Evaluate own writing from a set of W24. Begin identifying and using conveying information. support. W11. Wr
clarifies and enhances writing. criteria. dialogue in written compositions. W11. Write using joined script. W28. Select vocabulary and supporting W20. Us
W10. Use apostrophes appropriately W26. Write using a range of text types W27. Use planning, drafting, editing and W12. Identify and use exclamatory and details to achieve desired effects. written c
to show ownership. in order to communicate effectively, for reviewing processes with teacher's imperative sentences in written W29. Use knowledge of written code W21. Us
W16. Demonstrate the proper use of example, narrative, instructional, support. compositions. patterns to accurately spell high- check acc
verbs in written compositions. persuasive. W28. Select vocabulary and supporting W13. Use appropriate paragraph frequency and familiar words. W22. Us
W17. Demonstrate the proper use of W27. Use planning, drafting, editing and details to achieve desired effects. formatting. W30. Identify and describe elements of and punc
adjectives in written compositions. reviewing processes with teacher's W29. Use knowledge of written code W14. Use pronouns in written a story—setting, plot, character, theme. W23. Ev
W18. Demonstrate the proper use of support. patterns to accurately spell high- compositions. OL6. Use details, examples, anecdotes criteria.
adverbs in written compositions. W28. Select vocabulary and supporting frequency and familiar words. W15. Demonstrate the proper use of or experiences to explain or clarify W27. Us
W20. Use conventions of spelling in details to achieve desired effects. W30. Identify and describe elements of nouns in written compositions. information. reviewin
written compositions. W29. Use knowledge of written code a story—setting, plot, character, theme. OL8. Understand that ideas and opinions support.
W21. Use a dictionary and thesaurus patterns to accurately spell high- OL9. Explain and discuss their own W20. Use conventions of spelling in can be generated, developed and W28. Sel
to check accuracy. frequency and familiar words. writing with peers and adults. written compositions. presented through talk. details to
W22. Use conventions of W30. Identify and describe elements of OL10. Use a range of specific W21. Use a dictionary and thesaurus to OL9. Explain and discuss their own W29. Us
capitalization and punctuation in a story—setting, plot, character, theme. vocabulary in different situations, check accuracy. writing with peers and adults. patterns t
written compositions. W31. Work cooperatively with a partner indicating an awareness that language is W22. Use conventions of capitalization OL10. Use a range of specific frequenc
W23. Evaluate own writing from a to discuss and improve each other’s influenced by purpose, audience and and punctuation in written compositions. vocabulary in different situations, W30. Ide
Curriculum Plan 2015-2016
set of criteria. work, taking the roles of authors and context. W23. Evaluate own writing from a set of indicating an awareness that language is a story—
W25. Write independently and with editors. OL11. Realize that grammatical criteria. influenced by purpose, audience and OL7. Lis
confidence, demonstrating a OL9. Explain and discuss their own structures can be irregular and begin to W27. Use planning, drafting, editing and context. presentat
personal voice as a writer. writing with peers and adults. use them appropriately and consistently. reviewing processes with teacher's OL11. Realize that grammatical rhymes a
W26. Write using a range of text OL10. Use a range of specific OL12. Verbalize their thinking and support. structures can be irregular and begin to increasin
types in order to communicate vocabulary in different situations, explain their reasoning. W28. Select vocabulary and supporting use them appropriately and consistently. OL9. Exp
effectively, for example, narrative, indicating an awareness that language is details to achieve desired effects. OL12. Verbalize their thinking and writing w
instructional, persuasive. influenced by purpose, audience and W29. Use knowledge of written code explain their reasoning. OL10. U
W27. Use planning, drafting, editing context. patterns to accurately spell high- VL1. Describe personal reactions to vocabula
and reviewing processes with OL11. Realize that grammatical frequency and familiar words. visual messages; reflect on why others indicatin
teacher's support. structures can be irregular and begin to W30. Identify and describe elements of may perceive the images differently. influence
W28. Select vocabulary and use them appropriately and consistently. a story—setting, plot, character, theme. VL2 Explain how other visual texts can context.
supporting details to achieve desired OL12. Verbalize their thinking and OL1. Listen attentively to classmates, be used to help construct meaning in OL11. R
effects. explain their reasoning. adults and media, presenting their own new texts structure
W29. Use knowledge of written VL4. Choose, with guidance, point of view and respecting others’. VL3. Show how body language, for use them
code patterns to accurately spell appropriate research resources and use OL2. Listen for a specific purpose in a example, facial expression, gesture and OL12. V
high-frequency and familiar words. in research project. variety of situations. movement, posture and orientation, eye explain t
W30. Identify and describe elements OL3. Organizes and delivers oral contact and touch, can be used to
of a story—setting, plot, character, presentations; individually, in pairs achieve effects and influence meaning
theme. and/or in groups. ML1. Identify the conventions and
Writing Genre OL1. Listen attentively to OL9. Explain and discuss their own OL4. Use effective introductions and techniques used in some familiar media
classmates, adults and media, writing with peers and adults. conclusions. forms and explain how they help convey
presenting their own point of view OL10. Use a range of specific OL5. Use verbal and non-verbal cues to meaning
and respecting others’. vocabulary in different situations, clarify meaning and emphasize points. ML2. Identify whose point of view is
indicating an awareness that language is OL9. Explain and discuss their own presented or reflected in a media text
OL2. Listen for a specific purpose in influenced by purpose, audience and writing with peers and adults. and suggest how the text might change if
a variety of situations. context. OL10. Use a range of specific a different point of view were used
OL11. Realize that grammatical vocabulary in different situations, ML3. Analyze and synthesize the
OL3. Organizes and delivers oral indicating an awareness that language is messages conveyed in media texts.
presentations; individually, in pairs ML1. Identify the conventions and influenced by purpose, audience and ML4. Use overt and implied messages to
and/or in groups. techniques used in some familiar media context. draw inferences and make meaning in
forms and explain how they help convey OL11. Realize that grammatical simple media texts
OL4. Use effective introductions and meaning structures can be irregular and begin to ML5. Identify the conventions and
conclusions. use them appropriately and consistently. techniques used in some familiar media
OL12. Verbalize their thinking and forms and explain how they help convey
OL7. Listen to a variety of oral explain their reasoning. meaning and influence or engage the
presentations including stories, audience.
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
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
Social Studies ▪identify why people migrate ▪explain the impact of technology on the ▪ develop an understanding of the ▪explain how supply and demand are ▪compare
▪identify the long-term and short- global environment dynamic and complex relationships affected by population and the values
term effects of migration ▪reflect on the role of within and between systems ▪ interpret a timeline availability of resources
▪ consider and respect others’ technology in his/her own life ▪ describe the connection between ▪ identify
explain how supply and ▪ independently create a variety of connected
perspectives human needs and wants and how they
▪identify the reasons why people feel demand are affected by different types of timelines (horizontal, global com
compelled to explore the unknown population and the availability are met
▪ demonstrate self-respect, as well as vertical, and illustrated)
▪ explain the relevance of of resources
respect and empathy for others
various inventions in relation ▪ demonstrates an understanding of
▪identify and describe the impact of to the time period in which they symbols related to time (Roman
migration on our world were developed Numerals
PSPE • know and reflect on their own • know and explain how self-talk can • understand that there are a variety of • understand how to critically analyze •know ways to live a healthier lifestyle. • unders
cultural influence actions that can be employed to either media messages for a variety of • understand that there are substances for optim
influences, experiences, traditions enhance or disrupt relationships. marketing and social sigma campaigns. that can cause harm to health.
and perspectives, and are open to their behaviour and their approach to developm
learning. • know different stages of life and how
those of others
• understand that expressing concern these can affect physical performance.
• knows h
for others is a key element in • understand personal qualities, • know and understand how daily
their own
Curriculum Plan 2015-2016
developing empathy. strengths and limitations. practices influence short- and long-term around th
health. driver, do
• know how to communicate • understand and use appropriate
confidently with a variety of peers emotional awareness and • know and understand
and adults in a variety of situations. personal skills to relate to and help
the principles of training in
others.
• knows how to use a variety of
strategies to resolve conflict, developing and maintaining fitness.
negotiations.
ITC Identify the main parts of the Use correct posture Discuss and comply with Network Use Type first name, ABC's, #'s and/or Open and exit presentation application Access an
computer (keyboard, monitor, Begin to locate and use letters, numbers, & Internet Policy simple words Create a new slide or presentation and variety of
mouse, drives and shutdown) etc. Demonstrate appropriate computer open a saved slide or presentation
Login and logout of computers etiquette Use the delete and backspace Locate inf
Identify and locate special Choose a layout
properly Respect the privacy of all users appropriately electronic
"Launch" programs keys such as, enter, spacebar, caps lock, Use appropriate judgment upon entering Change order of slides
Use mouse correctly shift keys Internet sites Cut, copy, paste within a presentation
Perform basic formatting tasks including Locate inf
Place the cursor at a specific location Introduce home row and correct finger Citing material taken from another Insert or delete slides
font, style, color, bold, italic, underline, media cen
on the screen placement source, under issues of plagiarism as Arrange objects on the slide
Double -click to open folders they apply to information technology alignment
Use proper fingering techniques Save a presentation Identify a
Open and close computer programs Open and work with activities in Obey copyright laws regarding student Add slide transitions to the slide show
Print files under teacher direction generated material Use simple text editing skills primary a
Kidspiration (K -3) or templates in Present presentation to an audience
Print files independently Demonstrate proper use of transferring
Toggle between 2 programs Inspiration (3-6) under teacher direction files from home to school Insert clip art Use text special effects such as Word Search the
Show and hide toolbars Create simple graphic organizers Determine what is accurate information Art strategies:
Use short cuts to perform functions Organize ideas for writing found on the internet Type short writing pieces Insert graphics, clip art and/or digital headings
in various applications Create graphic organizers in language pictures
Print specific pages Type with one space between word Utilize mu
arts, social studies and science Add animation to text and graphics
Access files from documents folder between words and be consistent with informatio
Change the fill and text colors, font, and Edit color schemes and layout
and shared folder with teacher spacing after a sentence (1 or 2 spaces is
size of symbols arrangement
assistance 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
Cite sources