Grade One to Four
Grade 1 - 4 Daily Schedule
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9:00-9:15 |
Opening Exercises |
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9:15-10:10 |
Mathematics |
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10:10-10:40 |
Outdoor/Snack |
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10:40-12:00 |
Language Arts |
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12:00 -1:00 |
Lunch time/Outdoor time |
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1:00 – 1:10 |
Number of the Day |
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1:10 – 2:00 |
Science/Social Studies |
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2:00-3:00 |
French |
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3:00-3:30 |
Agenda/Snack |
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3:30-3:40 |
Word Problem of the Day |
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3:40-4:00 |
Guided Reading |
| *Music, Yoga and Judo are done once a week |
Curriculum
An example of a monthly Curriculum emailed to parents to keep them informed.
| Subject and Strands | Learning Objectives/Expectations | Lessons/Interactions |
|
Language Arts • Oral Communication • Reading • Writing • Media Literacy |
• Listen and make appropriate connections to oral text • Read a variety of fiction and non-fiction materials for different purposes • Oral presentation • State their own interpretation of written work and their own experience • Generate, gather and organize ideas and information to write for an intended purpose and audience • Revise and edit their work using feedback from the teacher and peers • Review Phonics and Grammar (Language Power) • Continue to develop paragraph writing • Story writing • Read and write poems |
• Oral presentation of book report • Independent reading of short-novels and Corner Stones • Independent reading using a variety of reading strategies • Reading comprehension exercises using interactive programs • Letter writing, students will imagine they are a character from the story James and the Giant Peach and will write a letter to a friend • Continue paragraph writing (e.g., procedural, persuasive, narrative and descriptive) • Students will be writing short stories using graphic organizers • Poetry writing e.g., limerick, haiku or acrostic • Exchange writing with peers to for the proof reading process, focusing on spelling and punctuation • Complete spelling, grammar and phonics exercises • Continue with weekly spelling test |
| Subject and Strands | Learning Objectives/Expectations | Lessons/Interactions |
|
French: • Vocabulary • Verbs • Phrases |
Écrivez: -Les numéros – un à vingt -Le temps – il fait du soleil, il fait du vent, il fait frais -Les jours de la semaine -Les mois de l’annee -La salle de classe: la porte, la chaise, la pupitre, le tableau, un stylo, un crayon, la colle, les ciseaux, la gomme, un tableau, la craie -Conjugate regular “-er” verbs; danser, regarder, parler, etc. -Quel temps fait-il? – Il fait du soleil. -Quelle est la date? – C’est lundi le 6 septembre, 2016. -Comment ça va? – Ça va bien. |
-Students will review all vocabulary and verbs through worksheets. -Students will be required to identify, read, and write all vocabulary, verbs, and phrases. -Students will begin a daily writing book to practice these phrases. |
| Subject and Strands | Learning Objectives/Expectations | Lessons/Activities |
|
Mathematics • Number Sense and • Numeration • Measurement • Geometry and Spatial Sense • Patterning and Algebra • Data Management and • Probability |
Grade 1: Number Sense and Numeration • Review mathematical concepts, such as: 4-digit addition and subtraction with borrowing and carrying over • Continue single-digit multiplication • Determine through investigation, using concrete materials, the relationship between the number of fractional parts of a whole and the size of the fractional parts • Compare fractions using concrete materials, without using standard fractional notation • Regroup fractional parts into wholes, using concrete materials Grade 2: Number Sense and Numeration • Two–digit multiplication problems • Division problems • Use mix numbers and fractions to describe wholes and parts •Divide whole objects and sets of objects into equal parts • Identify the parts using fractional names • Compare and order fractions and decimals Grade 1: Geometry and Spatial Awareness • Distinguish between the attributes of an object that are geometric properties e.g., number of sides and faces • Identify and describe various polygons e.g., triangles, quadrilaterals, pentagons, hexagons, etc. • Identify three-dimensional figures e.g., cubes, prisms and pyramids • Students will describe the relative locations e.g., beside, two steps to the right, etc Grade 2: Geometry and Spatial Sense • Describe movement from one location to another • Identify flips. turns and slides |
• Adding and subtracting exercises • Addition and subtraction flash cards • Team competitions using the smart board • Interactive games • Use paper squares to show which is bigger, one half of a square or one fourth of a square. • Students will use fraction pieces to show that three fourths are bigger than one half, but smaller than one whole • Students will combine nine fourths to form two wholes and one fourth. • Multiplication and division exercises • Multiplication and division flash cards • Problem of the week worksheets • Interactive games using the Smart Board • Students will use geometric solids and connecting blocks • Students will sort and classify them by their geometric properties e.g., number of sides or number of vertices • Using concrete materials they will sort solids by number of faces and shape of faces • Students will build a structure using three–dimensional figures and describe the two dimensional and three-dimensional figures in the structure • Students will draw a simple map describing relative locations of objects on a map e.g., the classroom, showing the locations of the different pieces of furniture • Students will sort and classify them by their geometric properties e.g., number of sides; side lengths; number of interior angles; number of right angles • Students will have the opportunity to have a close look at the 3-dimensional shapes and sort them by number of faces, number of edges, number of vertices • Students will create their own grid map |
| Subject and Strands | Learning Objectives/Expectations | Lessons/Activities |
|
Science • Life Systems • Structures and Mechanisms • Matter and Energy • Earth and Space Systems |
Grade 1: Understanding Life Systems: Growth and Changes in Animals • Investigate the life cycle of a variety of animals e.g., butterflies, bees • Observe and compare changes in the appearance and activity of animals as they go through a complete life cycle • Investigate the ways in which a variety of animals adapt to their environment Grade 2: Understanding Life Systems: Growth and Changes in Plants • Investigate similarities and differences in the characteristics of various plants and ways in which the characteristics of plants relate to the environment in which they grow • Demonstrate an understanding that plants grow and change and have distinct characteristics • Describe basic needs of plants, including water, light, warmth, and space • Identify the major parts of plants, including stems, roots, flower, stamen, pistil, leaf, seed, fruit and describe how each contributes to the plant’s survival within the plant’s environment • Describe the changes that different plants undergo in their lifecycles |
• Oral presentation of book report • Independent reading of short-novels and Corner Stones • Independent reading using a variety of reading strategies • Reading comprehension exercises using interactive programs • Letter writing, students will imagine they are a character from the story James and the Giant Peach and will write a letter to a friend • Continue paragraph writing (e.g., procedural, persuasive, narrative and descriptive) • Students will be writing short stories using graphic organizers • Poetry writing e.g., limerick, haiku or acrostic • Exchange writing with peers to for the proof reading process, focusing on spelling and punctuation • Complete spelling, grammar and phonics exercises • Continue with weekly spelling test |
| Subject and Strands | Learning Objectives/Expectations | Lessons/Activities |
|
Social Studies • Our Changing Roles and • Responsibilities • Changing Family and • Community Traditions • The Local Community • Global Communities |
Grade 1: Features of Communities Around the World • Students will recognize that the world is made up of countries, continents, and regions, including Canada in the continent of North America • Students will describe some similarities and differences in the ways communities around the world meet their needs e.g., food, clothing, shelter, etc. • Identify similarities and differences between their community in another part of the world • Recognize and use pictorial symbols (e.g., for homes, roads), colour (e.g., blue line for a river), and cardinal directions, i.e., N.S.E.W on maps of Canada and other countries • Identify the earth as a sphere and half the earth is a hemisphere Grade 2: Urban and Rural • Identify and compare distinguishing features of urban and rural communities • Identify geographic and environment factors that explain the location of various urban and ruralcommunities, with examples from Ontario (e.g., Sudbury/mining, Ottawa/government,Hamilton/industry, Bradford/farming) • Compare transportation in urban and ruralcommunities • Compare buildings and structures in urban and ruralcommunities • Compare the characteristics of their community tothose of a different community (e.g., with respect topopulation density, services, recreation, modes oftravel • Use maps of urban and rural communities containingthe necessary map elements of title, scale, symbolsand legend and cardinal directions |
• Students will have the opportunity to read a variety of graphs, charts, diagrams, maps, and models to clarify and display information • Students will have a project, where they will choose a country to research information • Students will create their own map of a museum park containing the necessary map elements on a key • Students will have opportunities to use a variety of tools to gather, process, and communicate geographic information about rural and urban communities • Students will ask questions to gain information about urban and rural communities • Students will make their own urban or rural community maps containing all necessary elements of a map • Students will create a postcard • Students will have a mini research project and display it in a brochure |
| Subject and Strands | Learning Objectives/Expectations | Lessons/Activities |
|
The Arts • Visual Art • Drama • Music |
• Communicate their ideas through various art forms. • Identify symmetrical and asymmetrical shapes in both the human-made environment and the natural world • Identify elements of design in a variety of natural and human-made objects e.g., the form of a tree is asymmetrical and its leaves and flowers may be symmetrical • Match tones vocally • Imitate and create rhythmic patterns using body percussion (clap, snap, tap, etc.) • Read and clap rhythmic patterns of familiar nursery tunes and rhymes • Identify and demonstrate: quarter note, quarter rest, half note, half rest • Identify different dynamics (piano, forte) • Identify staff, treble clef, and notes on lines and spaces |
• They will create their own pieces of art work using water colours and pastels • Students will create still life portraits with texture. • Students will create a picture that shows symmetrical design • 3-D Art • Whole group interactive songs • Whole group music and movement • Playing Recorder |
| Subject and Strands | Learning Objectives/Expectations | Lessons/Activities |
|
Physical Education • Active Living • Movement Competence: Skills, Concepts, Strategies • Healthy Living |
• Cooperative games • Students will be introduced to basketball • Perform the basic movement skills required to participate in physical activities: locomotion and travelling, manipulation and stability Growth and Development • Outline the basic human and animal reproductive process • Describe basic changes from birth to childhood |
• Play relay games as teams • D.P.A. – Daily Physical Activity • Developing passing, shooting and dribbling skills for basketball • Discussion and media lessons |