a parent’s guide - greater essex county district school board as... · 2016-10-27 · origami...

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Have the student use this space to write or draw ideas to show their family the things they like about school.

INSIDE YOU WILL FIND:3 Grade 4 overall expectations from the Ontario Ministry of Education3 What the Grade 4 expectations may look like in the classroom3 How you can support your child at home3 Links to Grade 4 resources

Grade Four marks the beginning of the junior grades. Students in Grade Four use the literacy, numeracy and learning skills they have developed in the primary grades with more complex texts and tasks. In Grade Four, students will develop an appetite for discovering new ideas and new perspectives on the world. Their social and emotional development is supported as they work collaboratively with their peers in learning situations.

AParent’sGuide TO UNDERSTANDING THE

Grade 4 Curriculum

GREATER ESSEX COUNTYDISTRICT SCHOOL BOARDTelephone: 519-255-3200Website: publicboard.ca

Reading

/ readanddemonstrateanunderstandingofavarietyofliterary,graphicandinformationaltextsusingarangeofstrategiestoconstructmeaning

/ recognizeavarietyoftextforms,textfeaturesandstylisticelements,anddemonstrateunderstandingofhowtheyhelpcommunicatemeaning

/ use knowledge of words and cueing systems to read fluently and to reflect on and identify their strengthsasreaders,areasforimprovement,andthestrategiestheyfoundmosthelpfulbefore,duringandafterreading

Overall ExpectationsBy the end of Grade 4, students will:

Grade 4Language

Oral Language

/ listeninordertounderstandandrespondappropriatelyinavarietyofsituationsforavarietyofpurposes/ usespeakingskillsandstrategiesappropriatelytocommunicatewithdifferentaudiencesforavarietyof

purposes/ reflect on and identify their strengths as listeners and speakers, areas for improvement, and the strategies

theyfoundmosthelpfulinoralcommunicationsituations


• talkaboutmovies,plays,videogames,etc.

• retellstories• listentoothers• presentanoralreport• discussanddebateideasandopinions

In the classroom, students may: Overall Expectations In Action

Opportunities to continuethe learning at home

• Ask your child questions.• Talk about and listen to thoughts and feelings.• Talk about books you have read with your child.• Encourage discussion about current events.• Discuss movies or media and their messages.

• read a variety of fiction and non-fiction materials• makepredictions• summarizewhatwasjustread• talkaboutwhathelpsthembecome betterreaders



• Encourage your child to read for a purpose (e.g., recipes, instructions, manuals).

• Go to a library or bookstore with your child.• Have a specific reading time each day

(e.g., before bed).• Create a positive attitude about reading

and thinking.• Play word games (e.g., crosswords, word

finds).

Media Literacy

/ demonstrateanunderstandingofavarietyofmediatexts/ identifysomemediaformsandexplainhowtheconventionsandtechniquesassociatedwiththemareused

tocreatemeaning/ createavarietyofmediatextsfordifferentpurposesandaudiencesusingappropriateforms,conventions

andtechniques/ reflect on and identify their strengths as media interpreters and creators, areas for improvement, and the

strategiestheyfoundmosthelpfulinunderstandingandcreatingmediatexts


• exploredifferenttypesofmedia• talkaboutmovies,cartoons, videogames,etc.• createtypesofmediafor differentreasons• discussthemessagein media


Writing

/ generate,gatherandorganizeideasandinformationtowriteforanintendedpurposeandaudience/ draftandrevisetheirwritingusingavarietyofinformationalliteraryandgraphicformsandstylistic

elementsappropriateforthepurposeandaudience/ useediting,proofreadingandpublishingskills,andstrategiesandknowledgeoflanguageconventionsto

correct errors, refine expression and present their work effectively/ reflect on and identify their strengths as writers, areas for improvement, and the strategies they found most

helpfulatdifferentstagesinthewritingprocess


• writefordifferentreasons• organizeideasforwriting• editandrevisetheirwork• userichlanguagewhenwriting• chooseandtalkabouttheirfavourite

writing



• Encourage your child to help create grocery lists. • Write in front of your child (e.g., notes, lists, emails).• Encourage writing notes and/or emails to relatives and friends.• Make journals/scrapbooks of family activities or experiences.• Discuss with your child the different chances to write (e.g., letters to the editor, lists, thank you notes).

ResourcesWebsite:

The Ontario Curriculum Curriculum, Grades 1-8, Language (2006)http://www.edu.gov.on.ca/eng/curriculum/elementary/grade4.html

Supporting Your Child’s Learning http://resources.curriculum.org/secretariat/SYCL.shtml

Reading and Writing with Your Child (K-6), A Parent’s Guidehttp://www.edu.gov.on.ca/eng/literacynumeracy/parentGuideLit2012.pdf

Kindergarten to Grade 6

Reading and Writing with Your Child


• Talk about advertisements and their focus.• Monitor and assist your child’s time on the Internet.• Point out different types of media (e.g., brochures,

ads, commercials, labels, logos).• Discuss the message in media and it’s influence.

• usestandardunitsrangingfrommillimetretokilometreforlinearmeasurements

• selectandjustifying themostappropriate unitofmeasurement

/ identify quadrilaterals and three-dimensional figures and classify them by their geometric properties/ comparevariousanglestobenchmarks/ construct three-dimensional figures using two-dimensional shapes/ identify and describe the location of an object using a grid map and reflect two-dimensional shapes

MeasurementOverall ExpectationsBy the end of Grade 4, students will:



• Read large numbers in the media with your child.• Count halves of fruit, sandwiches and other food

items.• Encourage your child to make financial purchases

and calculate change.• Investigate proportions by mixing juice concentrates

and water.


Grade 4MathematicsNumber Sense and Numeration

/ read, represent, compare and order whole numbers to 10 000, decimal numbers to tenths, and simple fractions, and represent money amounts to $100

/ demonstrate an understanding of magnitude by counting forward and backward by 0.1 and by fractional amounts

/ solve problems involving the addition, subtraction, multiplication and division of single- and multi-digit wholenumbers,andinvolvingtheadditionandsubtractionofdecimalnumberstotenthsandmoneyamountsusingavarietyofstrategies

/ demonstrate an understanding of proportional reasoning by investigating whole-number unit rates


Geometry and Spatial SenseOverall ExpectationsBy the end of Grade 4, students will:


• Have your child use different measuring devices to measure objects in the environment.

• Have conversations with your child about the most appropriate units of measurement.

$10010000

/ estimate,measureandrecordlength,perimeter,area,mass,capacity,volumeandelapsedtimeusingavarietyofstrategies

/ determinetherelationshipsamongunitsandmeasurableattributes,includingtheareaandperimeterofrectangles

• demonstrateanunderstandingofplacevalueinwholeanddecimalnumbersfrom0.1 to 10 000

• countforwardandbackwardusingfractionsanddecimals

• usementalstrategiestosolveaddition, subtraction,multiplicationanddivision

problems• investigatetherelationshipbetween fractionsanddecimals

Data Management and ProbabilityOverall ExpectationsBy the end of Grade 4, students will:

Resources

Patterning and Algebra

/ describe,extendandcreateavarietyofnumericandgeometricpatterns,makepredictionsrelatedtothepatterns, and investigate repeating patterns involving reflections

/ demonstrateanunderstandingofequalitybetweenpairsofexpressionsusingaddition,subtractionandmultiplication


• createanumberpatterninvolvingaddition, subtractionormultiplication• determinethemissingnumberinequationsinvolving

multiplication of one- and two-digit numbers



• Play a game with your child and have him or her predict subsequent numbers (1, 2, 4, 8, 16, etc.).

• Encourage your child to solve the missing number in equations with and without the use of a calculator.

Websites:The Ontario Curriculum Curriculum, Grades 1-8, Mathematics (2005)http://www.edu.gov.on.ca/eng/curriculum/elementary/grade4.html

Doing Mathemtics With Your Child (Kindergarten to Grade 6)http://www.edu.gov.on.ca/eng/literacynumeracy/parentguidenum2012.pdf


/ collectandorganizediscreteprimarydataanddisplaythedatausingchartsandgraphsincluding stem-and-leaf plots and double bar graphs/ read,describeandinterpretprimarydataandsecondarydatapresentedinchartsandgraphsincluding

stem-and-leaf plots and double bar graphs/ predicttheresultsofasimpleprobabilityexperiment,thenconducttheexperimentandcomparethe

predictiontotheresults

7 = 2 + 5

Kindergarten to Grade 6

Doing Mathematicswith Your Child

• collectandorganizedataincharts,tablesandgraphs

• interpretanddrawconclusionsfromthedata• predictandcompareresultsinprobability

experiments

• use Miras and grid paper to explore symmetry of 2D shapes

• construct three-dimensional figures using a variety of tools• identifyanddescribethelocation ofanobjectusingagridsystem

In the classroom, students may:


• Explore symmetry through the use of origami (paper folding).• Construct 3D figures using household items such

as straws and clay, toothpicks and marshmallows.• Play the game of Battleship with your child to reinforce the importance of grid locations.


• Assist your child in collecting data about your family’s leisure time.

• Discuss temperature data in the newspaper and comment on trends.• Discuss probability while engaged in card games.

Overall Expectations In Action

MomDadSamLucy

Leisure Time

UNDERSTANDING STRUCTURES AND MECHANISMS:Pulleys and Gears

/ evaluatetheimpactofpulleysandgearsonsocietyandtheenvironment/ investigatewaysinwhichpulleysandgearsmodifythespeed,directionandforceexertedonmoving

objects/ demonstrateanunderstandingofthebasicprinciplesandfunctionsofpulleysystemsandgearsystems


• researchhowdumpingpollutioninourwaterwaysaffectsourfreshwatersupply

• askquestionsaboutthedepletionorextinctionofaplantoranimalspecies

• investigatethehabitatsoflocalanimalsand describeandrecordfactorsthataffectthem• developanunderstandingoftheimportance

ofthefoodchain


• explorehowpulleyandgearsystemsoperatebydesigning,buildingandtestingthem

• inquiryaboutouruseofpulleyandgear systemsinourdailylifesuchaselevators andotherliftingdevices• developan understandingof howagearsystem onabicycleworks



• Plan a trip to a local park or farm.• Find examples of urban development and discuss

how it is impacting natural habitats.• Examine changes in the environment and discuss

how these changes are impacting local species like birds.

• Identify a variety of animals in books, television or on the Internet and discuss their habitats.


• Identify a pulley system at home such as a clothesline or flagpole.

• Ask your child to write a set of instructions for setting up a pulley system.

• Talk to your child about gear systems (e.g., elevators, bicycles, wipers on a car) and how they make our lives easier.

Grade 4Science&Technology

/ analyzetheeffectsofhumanactivitiesonhabitatsandcommunities/ investigate the interdependence of plants and animals within specific habitats and communities/ demonstrateanunderstandingofhabitatsandcommunitiesandtherelationshipsamongtheplantsand

animalsthatliveinthem


UNDERSTANDING LIFE SYSTEMS:Habitats and Communities

/ assesstheimpactonsocietyandtheenvironmentoftechnologicalinnovationsrelatedtolightandsound/ investigatethecharacteristicsandpropertiesoflightandsound/ demonstrate an understanding of light and sound as forms of energy that have specific characteristics and

properties


• explorehowprismsrefractlight• askquestionsandviewvideosaboutouruse

oflightandhowouruseoflightpollutesthenightsky

• investigatesafetydevicesthatprotectusfromthepropertiesoflightand/orsoundsuchasUVcoatedlensesinsunglasses


/ assessthesocialandenvironmentalimpactsofhumanusesofrocksandminerals/ investigate,testandcomparethephysicalpropertiesofrocksandminerals/ demonstrateanunderstandingofthephysicalpropertiesofrocksandminerals




• Ask your child to consider their eye and ear protection when walking, skateboarding, rollerblading

and bicycling by using sunglasses and a helmet. • Talk to your child about ways in which light and/or

sound are used in your home.• Explore musical instruments and/or sound devices

on your computer.


• View videos about how lava cools and creates igneous rocks after a volcanic explosion.

• Ask your child to find products made from rocks and minerals in their daily lives (e.g., rocks used for landscaping, marble used for countertops and statues).

• Talk to your child about our use of salt and the impact of too much salt in their daily diet.

• sortrocksandmineralsaccordingtocolour,textureandlustre

• askquestionsaboutminingandhow surfaceminingandtopsoilminingaffect theenvironment• collectrockstocomparedifferencesincolour

andtextureanddiscusstheircomposition

UNDERSTANDING EARTH AND SPACE SYSTEMS:Understanding Rocks and Minerals

UNDERSTANDING MATTER AND ENERGY:Light and Sound

ResourcesWebsites:

www.ontariosciencecentre.cawww.sciencenorth.cawww.tvo.org/tvoparents

http://school.discoveryeducation.com/sciencefaircentral/Parent-Resources.html

The Ontario Curriculum Curriculum, Grades 1-8,Science & Technology (2007)http://www.edu.gov.on.ca/eng/curriculum/elementary/grade4.htmlScience and

Technology

2 0 0 7

The Ontario CurriculumGrades 1-8

R E V I S E D

http://www.ontarioecoschools.org

Grade 4SocialStudies

PEOPLE & ENVIRONMENTS: Political & Physical Regions of Canada

/ assesssomekeywaysinwhichindustrialdevelopmentandthenaturalenvironmentaffecteachotherintwoormorepoliticaland/orphysicalregionsofCanada

/ usethesocialstudiesinquiryprocesstoinvestigatesomeissuesandchallengesassociatedwithbalancinghumanneeds/wantsandactivitieswithenvironmentalstewardshipinoneormoreofthepoliticaland/orphysicalregionsofCanada

/ identify Canada’s political and physical regions, and describe their main characteristics and some significant activitiesthattakeplaceinthem


• analyzethegeneralwaysinwhichthenaturalenvironmenthasaffectedthedevelopmentofindustryinCanada

• usetheinquiryprocesstoinvestigatehow openingofaminemighthelp/hurtacommunity• compareandcontrastdifferentphysicalregions

of Canada (e.g., vegetation, landform, climate)


HERITAGE & IDENTITY: Early Societies, 3000BCE – 1500CE

/ compare key aspects of life in a few early societies (3000 BCE–1500 CE) eachfromadifferentregionanderaandrepresentingadifferentculture,anddescribesomekeysimilaritiesanddifferencesbetweentheseearlysocieties and present-day Canadian society

/ usethesocialstudiesinquiryprocesstoinvestigatewaysoflifeand relationshipswiththeenvironmentintwoofmoreearlysocieties (3000 BCE–1500 CE) with an emphasis on aspects of the interrelationship

betweentheenvironmentandlifeinthosesocieties/ demonstrateanunderstandingofkeyaspectsofafewearlysocieties (3000 BCE–1500 CE) each from a different region and era and representing

adifferentculturewithreferencetotheirpoliticalandsocialorganization,dailylifeandrelationshipswiththeenvironmentandwitheachother


• comparevariousearlysocietiestostudents’daily lives (e.g., the environment, food, arts, traditions)

• usetheinquiryprocesstoinvestigatehowearlysocietiesinteractedwiththeenviron-ment (e.g., landforms, climate, vegetation)

• describe significant aspects of daily life in two or more early societies (e.g., food, housing, clothing)


Websites:The Ontario Curriculum Curriculum, Grades 1-6, Social Studies (2013)http://www.edu.gov.on.ca/eng/curriculum/elementary/grade4.html

Google Earthhttp://www.google.com/earth/index.html

DepartmentofNaturalResourcesCanadahttp://www.nrcan.gc.ca/home

Resources


• Together, talk to older family members and friends about how our society has changed over time.• Encourage your child to ask questions and use available

resources like the library, the internet, documentaries, etc. to find answers about the past.

• Watch and discuss a documentary about an early society.

Opportunities to continue the learning at home

• Explore the industries that exercise responsible land and resource use in our community.• Encourage your child to ask questions and use available

resources like the library, the internet, documentaries, etc. to find answers about the impact of local or national industry on the environment.

• Take an e-trip on Google Earth to investigate the different landforms in Canada.

The

Soc

ial S

tudi

es In

quiry Process

Communicate

EvaluateandDraw

Conclusions

FormulateQuestions

Interpretand

Analyse

Gatherand

Organize

RE V I S ED

The Ontario Curriculum

2 0 1 3

Social StudiesGrades 1 to 6

History and GeographyGrades 7 and 8

Grade 4TheArts

Drama

/ applythecreativeprocesstodramaticplayandprocessdramausingtheelementsandconventionsofdramatocommunicatefeelings,ideasandstories

/ applythecriticalanalysisprocesstocommunicatefeelings,ideasandunderstandingsinresponsetoavarietyofdramaworksandexperiences

/ demonstrateanunderstandingofavarietyofdramaandtheatreforms,traditionsandstylesfromthepastandpresent,andtheirsocioculturalandhistoricalcontexts


Dance

/ applythecreativeprocesstothecompositionofmovementsequencesandshortdancepiecesusingtheelementsofdancetocommunicatefeelingsandideas

/ applythecriticalanalysisprocesstocommunicatetheirfeelings,ideasandunderstandingsinresponsetoavarietyofdancepiecesandexperiences

/ demonstrateanunderstandingofavarietyofdanceforms,traditionsandstylesfromthepastandpresent,andtheirsocioculturalandhistoricalcontexts


• translatemovementsfromnatureintodance

• communicateideasthroughdance

• analyzeareasofstrengthandgrowthinperformances



• Create movement based on the weather (e.g., thunderstorm, waves in water).

• Have a dance competition at a sleep-over or birthday party.

• Share opinions about dance performance.



• Make connections between what they have learned in school and what they watch on television, at the movies, or at that theatre.

• Create a tableau about your day.• Make note of the use of laugh tracks in sitcoms and

discuss their placement.

• problemsolvethroughdrama• usetechnologytoenhancetheirperformance• respond,inandoutofrole,toquestions

Music

/ applythecreativeprocesstocreateandperformmusicforavarietyofpurposesusingtheelementsandtechniquesofmusic

/ applythecriticalanalysisprocesstocommunicatetheirfeelings,ideasandunderstandingsinresponsetoavarietyofmusicandmusicalexperiences

/ demonstrateanunderstandingofavarietyofmusicalgenresandstylesfromthepastandpresent,andtheirsocioculturalandhistoricalcontexts


• createmusicalcompositions• understandmusicalnotation• identifythecharacteristicsofmusicalformsand

traditions


Visual Arts

/ apply the creative process to produce a variety of two- and three-dimensional art works using elements, principlesandtechniquesofvisualartstocommunicatefeelings,ideasandunderstandings

/ applythecriticalanalysisprocesstocommunicatefeelings,ideasandunderstandingsinresponsetoavarietyofartworksandartexperiences

/ demonstrateanunderstandingofavarietyofartforms,stylesandtechniquesfromthepastandpresent,andtheirsocioculturalandhistoricalcontexts


• createworksofartinspiredbytheirinterestsandexperiences

• interpretavarietyofartworks• analyzethemeaningofsigns,symbols andstylesinworksofart



• Create a mural with sidewalk chalk.• Enjoy your child’s art portfolio together.• Create an illustration for a favourite scene.

ResourcesWebsites:


• Ask your child how they can make sound that is clear and in tune when singing.

• Make a musical instrument and create a beat.• Go online together and research how note

values can relate to each other.

The Ontario Curriculum, Grades 1-8, The Arts (2009)http://www.edu.gov.on.ca/eng/curriculum/elementary/grade4.html

ResourcesWebsites:www.participaction.comwww.phecanada.cawww.phac-aspc.gc.cawww.wechealthunit.orghttp://www.edu.gov.on.ca/eng/curriculum/elementary/grade4.html


Living Skills

• leadsmallgroupgames• dolightwarmupaerobicactivitybeforestretching• checktheirpulse• discuss how joining intramurals can benefit them

/ participateactivelyandregularlyinawidevarietyofphysicalactivities,anddemonstrateanunderstandingoffactorsthatencouragelifelongparticipationinphysicalactivity

/ demonstrateanunderstandingoftheimportanceofbeingphysicallyactive,and apply physical fitness concepts and practices that contribute to healthy,

activeliving/ demonstrateresponsibilityfortheirownsafetyandthesafetyofothersasthey

participateinphysicalactivities

Active LivingOverall ExpectationsBy the end of Grade 4, students will:

In the classroom, students may: Overall Expectations In Action• participateincontrolled,staticbalancingwithweights• cooperatewithgroupmemberstodevelopacreativemovementsequence• participate in fitness circuits

/ performmovementskills,demonstratinganunderstandingofthebasic requirementsoftheskillsandapplyingmovementconceptsasappropriate, astheyengageinavarietyofphysicalactivities/ applymovementstrategiesappropriately,demonstratinganunderstanding

ofthecomponentsofavarietyofphysicalactivitiesinordertoenhancetheirabilitytoparticipatesuccessfullyinthoseactivities

Movement CompetenceOverall ExpectationsBy the end of Grade 4, students will:

In the classroom, students may: Overall Expectations In Action• identifyriskswithonlinebehaviours• brainstormwaysofavoidingunhealthybehaviours

andlisthealthyalternatives• self-monitor food choices over time

/ demonstrateanunderstandingoffactorsthatcontributetohealthy development/ demonstratetheabilitytoapplyhealthknowledgeandlivingskillstomake

reasoneddecisionsandtakeappropriateactionsrelatingtotheirpersonalhealth and well-being

/ demonstrate the ability to make connections that relate to health and well- being,howtheirchoicesandbehavioursaffectboththemselvesandothers, andhowfactorsintheworldaroundthemaffecttheirownandothers’health

and well-being

Healthy LivingOverall ExpectationsBy the end of Grade 4, students will:

By the end ofGrade 4, students willdemonstrate personaland interpersonal skillsand the use of criticaland creative thinkingprocesses as theyacquire knowledgeand skills in connection with the expectationsin the Active Living,Movement Competence and Healthy Livingstrands for this grade.

Opportunities to continuethe learningat home• Discuss the importance of physical

fitness and good health as a life long goal.

• When engaging in physical family activities

try to include stretching and muscle building

activities.• Engage in yoga type

activities.• Ask your child to choreograph a dance.• Create an obstacle course in your backyard.• Model and demonstrate appropriate online behaviour.• Keep the lines of communication open with regards to healthy peer relationships.• Explore community supports available.• Discuss the importance of monitoring portion size at restaurants.

Grade 4Health&PhysicalEducation

HomeworkPolicyHighlightsOngoing homework allows students to consolidate concepts and skills through additional practice and reflection or to prepare for their new learning. Homework includes opportunities for students to communicate about their classroom experiences. Parents can support their child by engaging in the activities suggested within this document, and reading, writing, playing, interacting and sharing together.

} The parent is, and remains, the first and most importantteacherthatthechildwillhave.~ Rabbi Kassel Abelson

As partners in your child’s learning, we want to keep the lines of communication open between home and school. As you know your child best, please make contact through a phone call or note to the teacher whenever you feel there is information that is important to share. We will communicate with you about your child in an ongoing process through formal and informal opportunities.

PartnersinLearning

Formal communication includes:

3 schools will use the elementary progress report card between Oct. 20 and Nov. 20 of the school year

3 the first provincial report card will be sent home between Jan. 20 and Feb. 20 of the school year, and the second will be sent home towards the end of June

The Greater Essex County District School Board is proud to offer Core French and French Immersion programs across Windsor and Essex County. We encourage all parents to support the learning of French as a second language and to become familiar with the supports available to them. Please access the following sites to help your child with French.

Homework Help Tip SheetsVisit the supports provided by Canadian Parents for French @

http://on.cpf.ca/resources/for-parents/homework-help-tip-sheetsFSL Homework ToolboxParents and students can access homework help in all subjects taught in French @

www.FSLHomeworkToolbox.caGroupe Média TFOVisit the supports provided by Canadian Parents for French @ www.tfo.orgZone des petits de Radio-CanadaWatch popular TV shows and play educational games in French with your child @

www.radio-canada.ca/jeunesse/petitsFSL Policies & Curriculum DocumentsBecome familiar with the program, policies and curriculum @

www.edu.gov.on.ca/eng/amenagement/FLS.html

Informal communication includes:

3 notes3 telephone calls3 student agendas (where used)3 informal dialogue3 websites or blogs3 newsletters3 parent/teacher conferences

Learning French is NOW

easier than ever!

Core French and French Immersion