Grade Three Curriculum Night Outline



Grade Three Curriculum Night Outline

Mr. Tom Mandel– Room 218

GOALS

1. Meet the standards outlined in The Ontario Curriculum as we strive for academic excellence

2. Create a comfortable and safe learning environment in which every student is encouraged to actively participate and learn from their successes and mistakes

3. Provide each child with opportunities to be an independent and motivated learner, to develop self-confidence and be responsible for their own actions and learning

4. Create an awareness that each child in the class has evolving strengths, skills, differences and similarities to be appreciated and developed

These goals are consistent with the Withrow Public School Mission Statement and with the Toronto District School Board's stated goals of equity, innovation, accountability and accessibility.

HOW THE CHILDREN APPROACH LEARNING

As much as possible the various subject areas of the Ontario curriculum will be integrated in a meaningful way. For example the skills and concepts in a Social Studies or Science Unit will also be explored in Language Arts, Mathematics, and Art.

The children will receive lessons as a class, in small groups and individual conferences.

They will also take part in group and individual activities using concrete materials and techniques such as formulating questions, making predictions, experimenting, researching, gathering data and drawing conclusions.

Outlines of the most important concepts and skills will accompany the homework packages throughout the year to help you to reinforce and extend your child's learning.

CURRICULUM AREAS

LANGUAGE ARTS

Oral and Visual Communication

• Listen, understand and follow directions

• Listen to and participate in discussion through questions and communicating their ideas about events, stories or a theme

• Communicate their ideas clearly orally and visually using appropriate language conventions and social skills within a group

Reading

• Read a variety of different materials independently and aloud clearly and with meaning at a literal and figurative level for pleasure and information

• Use a variety of strategies such as knowledge of language structure, vocabulary, phonics, previous knowledge, punctuation and other conventions of written materials to understand text

• Express clear responses to written materials, relating them to their own knowledge and experience

• Appreciate different genres, styles and techniques used by authors

Writing

• Write different pieces of writing for different purposes and audiences showing a growing ability to express their point of view and to reflect on their own experiences

• Write using increasingly longer sentences, more specific vocabulary, clarity, organization and the conventions of grammar, punctuation and spelling

• Revise and edit their work and use feedback to produce final drafts

Media Literacy

• Demonstrate an understanding of a variety of media texts

• Identify some media forms and explain how the conventions and techniques associated with them are used to create meaning

• Create a variety of media texts for different purposes and audiences, using appropriate forms, conventions, and techniques

• Reflect on and identify their strengths as media interpreters and creators, areas for improvement, and strategies they found most helpful in understanding and creating media texts

MATHEMATICS

The following represents some of the topics covered under the five mathematics strands. Concrete materials and math manipulatives, as well as Information Technology, will be used regularly.

Data Management and Probability

• Collect and Organize Data - use questions, charts and diagrams

• Conclude and Report - construct graphs, interpret data

• Probability - conduct experiments, apply concepts, make predictions

Patterning and Algebra

• Understand how patterns are related and formed

• Identify, create and extend linear and non-linear geometric patterns and number and measurement patterns

• Identify and describe, and create and extend growing and shrinking patterns

Geometry and Spatial Sense

• Investigate three-dimensional and two-dimensional materials and drawings, draw and build objects and models

• Explore and understand key concepts in transformational geometry

• Describe relative locations and paths of movement on a grid map

Measurement

• Understand and apply measurement terms and the relationship among

measurement concepts

• Measure length using centimetres and metres, and distance using kilometres

• Estimate, measure and record perimeter, area, capacity and mass

• Solve problems related to day-to-day events

Number Sense and Numeration

• Represent, compare, order whole numbers using concrete materials, drawings, numerals and number words

• Understand and explain basic operations

• Add and subtract three-digit numbers and multiply and divide one-digit numbers (3)

• Select and perform operations to solve problems and represent solutions

• Represent fractions using concrete materials

SCIENCE and TECHNOLOGY

Based on a set of fundamental concepts, there are three main goals of the science and technology program: 1) to relate science and technology to society and environment, 2) to develop the skills, strategies, and habits of mind required for scientific inquiry and technological problem solving, and 3) to understand the basic concepts of science and technology. The curriculum is organized into four strands, with grade specific topics and expectations within each as follows:

Understanding Life Systems

• Growth and Changes in Plants

Understanding Structures and Mechanisms

• Strong and Stable Structures

Understanding Matter and Energy

• Forces causing Movement

Understanding Earth and Space Systems

• Soils in the Environment

Where possible, related topics may be integrated – for example the study of plants and soil could be combined. Opportunities for hands-on experiences, as well as the integration of Information Technology, will be provided.

THE ARTS

Visual Arts

• Communicate their ideas through works of art and showing critical thinking

• Identity and apply colour, line shape and other elements

• Compare and appreciate other work of art using concepts and vocabulary learned

Drama and Dance

Mr. MacMillan will provide instruction in Drama and Dance this year. Please see his curriculum document for details.

Music

Ms. Massicotte will provide instruction in Music this year. Please see her curriculum document for details.

SOCIAL STUDIES

Based on a set of fundamental concepts, there are three main goals of the social studies program: 1) develop an understanding of responsible citizenship 2) develop an understanding of the diversity within local, national, and global communities, both past and present 3) understand interrelationships within and between the natural environment and human communities 4) develop the knowledge, understanding, and skills that lay the foundation for future studies in geography and history, and 5) develop personal attributes that foster curiosity and skills that enable the ability to investigate developments, events, and issues. The curriculum is organized into two strands, with grade specific topics and expectations within each as follows:

A. Heritage and identity

• Communities in Canada, 1780 – 1850

B. People and environments

• Living and working in Ontario

Opportunities for hands-on experiences, as well as the integration of Information Technology, will be provided.

HEALTH AND PHYSICAL EDUCATION

Mr. Tarvit will provide instruction in Health and Physical Education this year. Please see his curriculum document for details. Daily Physical Activity (D.P.A.) will be provided on days when students do not have regular Physical Education.

CLASSROOM EXPECTATIONS

Children will be expected to follow the Withrow Code of Behaviour. It will be expected that students will show respect for one another by listening and helping their classmates, looking after their classroom and belongings, and following rules in conversation and during group discussions and activities. We will also practise resolving any conflicts by talking. As the year progresses the students will also be taking more responsibility for their learning by actively listening, staying on task, completing work on time and to the best of their ability, and taking steps to get what they need by being aware of their individual styles of learning. Our Character Education discussions will also help our students continue to learn and practice character attributes which will help them not only do their best, but also be their best.

EVALUATION and ASSESSMENT

• On-going assessment of their work and re-evaluating next steps

• Use of tools such as First Steps for writing, and DRA for reading

• Observation of day to day work, samples and assignments where the process and the finished product are noted

• Spelling tests, Math drills, quizzes(‘snapshots’) based on skills and concepts, and work time and tests that re-enforce working alone and within a limited time will be given in preparation for the grade three testing, and entry into the Junior grades next year

COMMUNICATION

I am excited to announce that our students have been working hard learning to use their own unique usernames and passwords that allow access to the Toronto District School Board’s (TDSB) Intranet. This year students and their families will also have an opportunity to use the TDSB Academic Workspace (AW). This will allow a safe, TDSB only, online space for us all to communicate. Students will be introduced to AW and its many features (announcements, forums, links, documents, calendar) throughout the year.

As mentioned in my earlier letter, please feel free to contact me using my e-mail address - thomas.mandel@tdsb.on.ca – should you have any questions or concerns. You may also leave a note in my staff mailbox located in the main office.

Sincerely,

Tom Mandel

Room 218

Withrow Jr. P.S.

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