Grade 1 & 2 Daily Schedule


9:00-9:15	Opening Exercises
9:15-10:10	Mathematics
10:10-10:40	Outdoor/Snack
10:40-12:00	Language Arts
12:00 -1:00	Lunch time/Outdoor time
1:00 – 1:10	Number of the Day
1:10 – 2:00	Science/Social Studies
2:00-3:00	French
3:00-3:30	Agenda/Snack
3:30-3:40	Word Problem of the Day
3:40-4:00	Guided Reading


Music	Friday	2:30-3:15
Gym	Tuesday	2:00-2:30
Judo	Thursday	9:45-10:30

An example of a monthly Newsletter sent to parents to keep them informed.

Dear Parents/Guardians,

As the end of the school year approaches, we will be diligent in our efforts to complete the curriculum. The children and I will continue to work right until the end of June to meet or exceed the goal set by the Ministry of Education. The students will continue to read James and the Giant Peach; it has been very rewarding listening to the children express their thoughts about the main characters and the meaning of true friendship

The students will be expected to present a book report on a short story of their choice. They will be given a summary outlining what they are expected to present. The book report is a four-minute oral advertisement for a book. This will allow students to become familiar with different genres and expose students to a variety of authors.

Throughout the next month, the children will be studying the strand Understanding Life Systems. The Grade One focus will be animals and their growth and changes. They will investigate the life cycle of many animals, for e.g., a spider, which will be the feature of our classroom door. We will take walks to observe animal activity and record their findings. The Grade Twos will be investigating plants and will describe the changes that different plants undergo in their lifecycles. The students will have the opportunity to plant a variety of different seeds and observe them closely as they grow.

The students have begun rehearsing for the year-end concert.

Appropriate footwear for Physical Education is required, and running shoes are mandatory for participation. Our class has gym Mondays and Fridays, and full participation is expected. All students are asked to have a change of clothes labelled with their child's name and have indoor shoes with a rubber soles. We encourage you to drop off your children by 8:50 a.m. School begins promptly at 9:00 a.m. Thank you for your continued support.

At Autumn Hill, we promote a safe and healthy environment. In order to prevent the spread of infection and illness, we ask that you keep your child at home when ill and inform us as soon as possible. Please call or email [email protected] to inform us of your child's illness and symptoms; thank you for your cooperation.

Important Dates:

May 3rd – Charlotte's Web Production
May 9th and10th – Graduation Photos
May 23rd – Victoria Day
May 30th and 31st – Build a Bear workshop from The Kids Fun Factory

Curriculum

An example of a monthly Curriculum emailed to parents to keep them informed.

Language Arts


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

French


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.

Mathematics


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

Science


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

Social Studies


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

The Arts


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

Physical Education


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

Grade 1 & 2 Daily Schedule

Newsletter