Term+one+overview

Term 1 The following are some of the outcomes we are focusing on during the first term.

Language Arts

Speaking and Listening use speaking to explore, express, and present a range of ideas, information, and feelings for different purposes and audiences, by staying on topic in a focused discussion listen purposefully to understand ideas and information, by summarizing and synthesizing main ideas and supporting details reflect on and assess their speaking and listening, by considering and incorporating peer and adult feedback

Reading and Viewing read fluently and demonstrate comprehension of grade-appropriate literary and information texts, including stories, novels, poems, non-fiction books, textbooks and other instructional materials read and reread just-right texts independently for 30 minutes daily for enjoyment and to increase fluency and comprehension select and use strategies before, during and after reading and viewing to develop understanding of text, including – predicting– making connections– visualizing– asking and answering questions– making inferences and drawing conclusions– using ‘text features’– self-monitoring and self-correcting – figuring out unknown words– reading selectively – determining the importance of ideas/events– summarizing and synthesizing respond to selections they read or view, by – expressing an opinion with supporting evidence– explaining connections (text-to-self, text-to-text, and text-to-world)– identifying personally meaningful selections, passages, and images

Writing and Representing use writing and representing to express personal responses and relevant opinions about experiences and texts Write a variety of imaginative writing modeled from literature, featuring well-developed ideas through the use of supporting details, especially interesting sensory detail an organization that develops smoothly with a logical sequence, beginning with an engaging opening through to a satisfying ending effective word choice by experimenting with new, more powerful and varied words, especially descriptive words select and use strategies before, during and after writing and representing to improve their work, including – generating, selecting, developing, and organizing ideas from personal interest, prompts, models of good literature, and/or graphics - checking their work against established criteria – revising to enhance writing traits (e.g., ideas, sentence fluency, word choice, voice, organization)– editing for conventions (e.g., grammar and usage, capitalization, punctuation, spelling)use the features and conventions of language to express meaning in their writing and representing, including – complete simple and compound sentences and begin to use complex sentences – effective paragraphing – past, present, and future tenses – capitalization in titles, headings, and subheadings – appropriate uses of apostrophes – conventional Canadian spelling for familiar and frequently used words – spelling unfamiliar words by applying strategies (e.g., phonic knowledge, use of common spelling patterns, dictionaries, word walls, thesaurus) – legible writing with alignment, shape, and slant

Visual Artsdraft ideas for images using feelings, observation, memory, and imagination create images by applying the principles of art and design in various combinations and by using the elements and principles to produce a variety of effects use and maintain materials, tools, equipment, and work space in a safe and an environmentally sensitive manner demonstrate respect for the work of self and others Physical Education[participate daily in a variety of moderate to vigorous physical activities that develop muscular strength and endurance, cardiovascular endurance, and flexibility demonstrate safe use of equipment and facilities to avoid putting self and others at risk demonstrate fair play in physical activity

Health and Career Education identify the steps in a decision-making model (e.g. identifying the decision, listing alternatives, selecting a course of action, assessing the results) identify factors that influence attitudes and decisions regarding healthy lifestyles (e.g., family, peer, media) describe strategies for contributing to a healthy, balanced lifestyle, including healthy eating, integrating regular physical activity, and maintaining emotional health assess their own interpersonal skills as they apply to building and maintaining positive relationships with family and friends analyse behaviours that contribute to a safe and caring school environment (e.g., taking responsibility for personal actions, supporting others, promoting respect for diversity)