Wednesday, 30 October 2013

NEW UNIT!! - Data Management

Asalamu Alaykum Parents,

We have started our new unit in Math - Data Management and Probability. Our first lesson is called "Collection and Organization of Data"

Because young children are naturally curious about their world, they often raise questions such as, How many? How much? What kind? or Which of these? Such questions often offer opportunities for beginning the study of data analysis and probability.
(National Council of Teachers of Mathematics, 2000, p. 49)

The main purpose for collecting and organizing data is to gather information in order to answer questions. When students collect and organize data, they have an opportunity to learn more about themselves, their environment, issues in their school or community, topics in various subject areas, and so on. Learning activities should help students understand the processes that are involved in formulating questions, seeking relevant information, and organizing that information in meaningful ways. Involving students in collecting and organizing data allows them to participate in the decision making that is required at different steps of the process.

With your child Discuss the “Lost and Found” Activity

We have been learning about organizing data in order to gather information. The class has completed an activity called Lost and Found in which they identified different categories of lost items in a school (e.g., pieces of clothing, toys, sports equipment), and organized data in order to compare the numbers of items in the different categories. Ask your child to tell you about the activity and what he or she learned about organizing data. Here are some questions that you might ask:

• What was the Lost and Found activity about?
• What did you do in this activity?
• What categories of lost items did you identify?
• How did you find the category of items that students lost
most often?
• How did you find the category of items that students lost
least often?
• What kind of graph did you create to show the data?
• What did the graph show about Lost and Found items?
• What could students do to reduce the number of items that
are lost?

Thank you for reviewing this activity with your child.

Spelling Week 4 Words - Quiz Friday

Week 4 Spelling Words

1. never
2. start
3.city
4. earth
5. eyes
6. eyes
7. stone
8.broke
9. flight
10. show
11. whole
12. waves
13. current
14. electric
15. digit
16. round

Monday, 28 October 2013

Scholastic Book Fair

Dear Parents,

Assalamu Alaikum

The first Scholastic Book Fair of the school year is coming to our school this week! What better way to promote reading to our students than by supporting this important literary event! A book fair flyer will be sent home with your child on Monday, October 28, 2013. For more information on this exciting event, please go to www.abraarlibrary.com

Sincerely,

Nancy-Ann Brethour,
Abraar School Librarian

Sunday, 27 October 2013

SIGHT WORDS

Assalamu Alaykum Parents

I have noticed that most of our students are having trouble spelling words we say and see on a regular basis. I get students to write and prepare for their spelling test every week. However, our students still need more practice. Here is a list of sight words that students can practice whenever they have time.

can’t             matter                  square                    syllables               perhaps

bill                felt                      suddenly                     test                   direction

general        energy                    subject                      Europe               moon

region          return                     believe                     dance                 members

picked         simple                     cells                          paint                      mind

love               cause                     rain                          exercise                   eggs

train                blue                     wish                           drop                  developed

window        difference            distance                       heart                        sit

sum                     summer               wall                        forest                  probably

fly                       gave                     box                       finally                       wait

correct                   oh                      quickly                  person                      became

shown                   minutes               strong                      verb                           stars

front                        feel                      fact                      inches                       street

decided                 contain                 course                   surface                    produce

building                    ocean                  class                    note                           nothing

rest                         carefully                scientists             inside                            wheels

stay                       green                       known                  island                           week

less                   machine                        base                    ago                               stood

legs                     sat                              main                  winter                              side

written               length                          reason                kept                             interest

arms                  brother                          race                 present                           beautiful

store                     job                             edge                  past                                 sign

record              finished                     discovered             wild                                 happy

beside               gone                            sky                    glass                                   million

west                 lay                          weather                   root                                  instruments

meet               third                           months               paragraph                                 raised

represent           soft                       whether                clothes                                    flowers

shall              teacher                          held                describe                                      drive

plane               system                     behind                ran                                             round

boat               game                         force                 brought                                   understand

warm           common                      bring                   explain                                     dry

though             language                  shape                  deep                                      thousands

yes                   clear                    equation                    yet                                     government

filled                heat                   full                               hot                                         check

object               am                     rule                        among                                         noun

power             cannot                able                          six                                              size

dark                 ball                material                     special                                         heavy

fine                pair                 circle                          include                                          built

Thursday, 24 October 2013

BENEFIT DINNER AND EID CELEBRATION

Assalamualaikum wa Rahmatullahi wa Barakatuh.

Dear Parents/Guardians,

I pray that you are doing well. Only one more day left until the Oct.26 Benefit Dinner and Eid Celebration! Alhamdulillah, now we have sold 46 tickets.

Students, teachers, and staff have been working very hard to bring you an exciting program for the night. We have also arranged for a delicious halal (zabiha) dinner.

Please note that tickets will not be sold at the door.

Please help us sell enough tickets for the EID dinner and celebration. Our classroom 3A can win one of the following:

First Prize - PIZZA PARTY

Second Prize - ICE CREAM PARTY

Third Prize - DONUT PARTY

Tuesday, 22 October 2013

Math Rounding

Asalamualaykum Parents

This is a rounding song for your children to listen to and memorize. I will share it will them in class as well.

HOMEWORK

Rounding to the nearest ten

24 =

30 =

89 =

247 =

783 =

910 =

19 =

76 =

24 =  20

30 =  30

89 =   90

247 =  250

783 -  780

910 =  910

19 =    20

76 =   80

Round to the nearest hundred

293 =

125 =

678 =

432 =

355 =

411 =

293 = 300

125 = 100

678 = 700

432 = 400

355 = 400

411 = 400

Arabic Speakers - Test Test!!!

Asalamualaykum Parents

This post is for grade 3 Arabic Speakers

There will be a SPELLING TEST on THURSDAY OCT 24 on p.8 last paragraph

On FRIDAY there will be a WRITTEN TEST on lesson p. 12,13,14

Thank you

Tr. Amal

Sunday, 20 October 2013

Week of Oct 21 - 25

Assalamualaykum Parents and Guardians

I just wanted to update you about this topics that we will/are covering this week. I will be sending a new class schedule this week with your child!

Mathematics - we continue to review Base Ten Blocks in the classroom. Representing, renaming/regrouping and rounding (to the nearest hundreds and nearest tens). Please continue to practice with your child at home Place Value - especially rounding!

Language - Reading comprehension, children were sent hoe with a story and reading comprehension questions. Parents are to listen to their child read the story and be there to assist in answering the questions. In class we are reading "The Penguin Problem." The students are loving the story so far. We are practicing asking questions before during and after each chapter. Please encourage your child to ask questions when they are reading their books at home. We become better readers by asking questions because it helps us conceptualize what is happening in the story, it also allows to read for a purpose.

We will begin practice Spelling Week 3
Sight Words, long a/e words and academic vocabulary
1. last
2. school
3. father
4. keep
5. tree
7. reach
8. raise
9. theme
10. scream
11. easy
12. batteries
13. fuel
14. machine
15. solve
16. evaluate

Science - We have learned and talked about the plant and plant cycle. We are now moving forward on SOIL. What it is? why it is important? What soil is made of? This week we will mention the layers in soil (Topsoil, subsoil, parent material, rock). Students were able to put them in order on Friday - now they will make their own soil chart!

Social Students - Our class is discussing community and the two different types (urban and rural).

Islamic Studies - we have discussed Hajj/EID and the importance/significance it has for Muslims.

I wish you a peaceful week!

Please do not hesitate to email me at anytime  - I will make sure to respond as soon as possible

Wednesday, 16 October 2013

News from French Class

News from French Class

Assalamu Alaikum Dear Parents and Eid Mubarak!

Time is just flying by and we are already in October and Eid Al Adha is at our door.
So far we are working on our daily vocabulary, using it in sentences, questions and answers. Al Hamdulillah, students are gaining slowly confidence in speaking French in class.
Students also had their first spelling test on Monday, October 7, 2013 and Masha’a Allah many of them did very well.

We will start shortly, after the Eid break, our first story “Les Trois Petits Cochons”.
The French Long Range Plan is posted for your reference.
May Allah reward you with His Blessings and I wish you and your family a happy Eid.

Amina Ould-brahim

Long Rang Plan - French Update

French
Long Range Plan

School year: 2013-2014

Amina Ould-brahim, OCT
PhD, B.Ed.
French teacher, Science Coordinator

Contents

Resources ……………………………………………………………………………..

Yearly plan …………………………………………………………………………...

Time table …………………………………………………………………………….

Resources :

1-   Ontario Curriculum : French as a second language

2-   Supporting Teaching and Learning in core French , Junior Kindergarten to Grade 3, 2010, OCDSB

3-   L’Envolée du Français : Editions à reproduire, Edition de l’envolée.

4-   Aim Language curriculum:

Student book, teacher resource book, C.D, DVD

5-   Jeux éducatifs

6-   Web sites :

7-   Popular Book Company (Canada Ltd. ( 2012), Complete French Smart,

French Curriculum  -  Yearly Plan

2013/2014

 September - November December -  March March - June Grade 3 Les Trois petits cochons Les Trois petits cochons / Le chat et la lune Le chat et la lune Grade 4 L’arbre Ungali L’arbre Ungali / Les animaux du Bayou Les animaux du Bayou Grade 5 Un Jour Bizarre Un Jour Bizarre / Chat Angora Chat Angora

By the end of Grade 6, students will:
A1. Listening to Understand: listen in order to demonstrate understanding of French oral text
A2. Listening to Interact: use listening skills and strategies in French, in order to participate in classroom activities
B1. Speaking to Deliver a Message: communicate information orally in French
B2. Speaking to Interact: use speaking skills and strategies in French with teachers and peers
• C1. Reading for Meaning: read and demonstrate understanding of a variety of French language text, applying a range of strategies to construct         meaning
C2. Reading with Fluency: use knowledge of words and cueing systems to read French with fluency
D. Writing to Communicate: use strategies appropriate for beginning writers

 Unit Description Curriculum Specific Expectations Assessment Term 1 + half term2 -Story 1: Les  Trois Petits Cochons In this traditional story, the three little pigs set out to build their own houses. The first built a house of straw, the second built a house of wood and the third built a house of bricks. The wolf arrives at each house and blows down the 2 first houses because they are built out of weak material. The first and the second pigs each run to the brick house of the third pig that put a pot of hot soup on the fire. When the wolf comes to blow down the third house, he cannot because it is made of bricks. He climbs to the roof and goes down the chimney but he falls into the pot of hot soup and leaves the house, running out of the door. The three pigs happily wave good bye to the wolf as he runs off. Teacher-led activities : Ø  Gesture teaching: Word – gesture association to carry the word meaning. Ø   Gesture teaching and review. Ø  Kinesthetic review for high - frequency words (mainly use for diagnostic assessment) Ø  Play rehearsal: teacher introduces the play with puppets. Ø  Play rehearsal with gestures Ø  View the play on DVD. Ø  Play questions ; use of ça, c’est Ø  Play rehearsal: reading the story. Ø  Choisis le bon mot: oral and written. Ø  Mets les mots en ordre; oral and written, sentence structure. Ø  Les phrases bizarres: reading comprehension Ø  Questions totals: oral and written (question – statement). Ø  Les questions partielles: sentence structure and analyzing information. Ø  Retelling the story. Language Conventions ; Ø Spelling of some high frequency – words. Ø  Orthography of the sounds o (o, eau, au), ou, f, ph. Ø  Use of complete sentences in oral and writing. Ø  Question with “est-ce que..?” orally and writing (recognition). Ø  Masculin – feminin : le, la, un, une Ø  Personal pronouns : je, tu, il, elle Ø Use of some common verbs in oral expressionand reading. (avoir, etre, pouvoir, vouloir, jouer, boire, manger, ecouter, oublier,dessiner, colorier, ecrire, lire, travailler) 3A1.1: Identify words and/or phrases in order to understand oral French text 3A1.2: Demonstrate understanding of short oral French text, presented clearly and at a deliberate pace by familiar speakers 3A2.1: Listen to information provided in French by face-to-face speakers in order to respond to factual questions. 3B1.1: Communicate orally in French using words and/or complete sentences while participating in classroom activities 3B1.2: Respond orally in French to a variety of text to convey information 3C1.1: Begin to recognize and/or read a variety of familiar French words and/or phrases and demonstrate understanding 3C1.2: Identify different purposes for reading and choose different forms of French reading materials appropriate for those purposes 3C1.3: Identify reading comprehension strategies and use them before, during, and/or after reading to understand text  3C1.4: Demonstrate understanding of French text by retelling a story and/or restating information from a text 3C2.1: Begin to recognize and/or read words from their French oral repertoire in a variety of reading contexts 3D1: Spell some familiar French words correctly and use a variety of strategies to spell unfamiliar words. 3D1.2:Begin to write simple messages in French using a combination of pictures, symbols, letters, words and/or sentences Diagnostic: Kinesthetic review: teacher does the gestures and students say the words and do the gestures. Oral questioning. Formative: Spelling test In class work. In class participation Using French spontaneously with teacher and peers.  Summative: ( subject to modification) Test 1: choisis le bon mot, les mots en ordre and vocabulary Test 2 : Les questions totales Test 3 : Les questions partielles. Oral test : retelling the story Play presentation Term 3 + half term 2 -Story 2: Le chat et la lune This story is an adaptation of a traditional fairy tale. A cat sees the reflection of the moon in the water and thinks that the moon has fallen in. Each of the dog, the sheep and the horse want to help but they all think the moon has fallen in the water because they see that its reflection is still in the water. The fur animals run to the castle to speak to the king. He follows the animal to the water and he also sees the moon in the water. The king, who is an intelligent man, thinks how to solve the problem. While he is thinking, he looks up to the sky. The animals follow his gaze and see  the moon in the sky. The king tells them then that the moon is always in the sky. The animals are so happy that they hug the king and thank him for having shown them that the moon has not fallen into the water. Teacher-led activities : Same activities as the first unit and Ø  Games: frappe les mots (teacher says or gestures a word and one student finds it on the board), competitions between groups: teacher gestures an expression and the group must say it., Madame dit (version of Simon says). Ø  Story retelling: class cooperative writing. Language structures: Same activities as the first unit and Ø  Les contraires (the opposites) Ø The use of: mais, alors, et. Ø Adjectives: form masculine and feminine (e) Ø Plural with s Same as unit one plus: . 3A1.3: Use information and ideas from oral French text in order to make simple predictions and/or inferences 3A2.2: Listen to information provided in French by face-to-face speakers in order to respond with personal ideas and/or opinions 3B2.1: Use information and ideas to engage in guided and/or spontaneous interaction in French in familiar contexts 3B2.2: Use verbal cues, non-verbal cues and/or visual aids to engage in guided and/or spontaneous interaction in French in familiar contexts 3C2.2: Begin to predict the meaning of and read unfamiliar French words using different types of cues – semantic (meaning), syntactic (language structure) and/or graphophonic (phonological and graphic 3C2.3: Begin to read familiar French language words and/or text with expression and/or without hesitation 3D1: Spell some familiar French words correctly and use a variety of strategies to spell unfamiliar words. 3D1.2: Begin to write simple messages in French using a combination of pictures, symbols, letters, words and/or sentences. 3D1.3: Begin to experiment with a variety of simple writing forms for different purposes in a variety of contexts Diagnostic and formative are the same as first unit. Summative: (subject to modification) Test 1: choisis le bon mot, les mots en ordre and vocabulary Test 2 : Les questions totales oral and written Test 3 : Les questions partielles. Choisis le bon mot oral Oral test : retelling the story Play presentation Participation in the cooperative writing. Maybe a final writing project?

By the end of Grade 4, students will:
• talk about familiar topics, using very simple phrases and sentences;
• listen to short, very simple oral texts, and respond to specific simple questions;
• read a variety of very simple materials, 50 to 100 words long, containing basic learned vocabulary, and demonstrate understanding;
• write very simple texts and responses following a model;
• identify and use the vocabulary and the grammar and language conventions appropriate for this grade level.