COMBINED GRADES

Transcription

COMBINED GRADES

Acknowledgements
Luigia Ayotte . . . . . . . . . . . . . . Superintendent of Education, Programs/Staff Development
Maria DiMauro . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Program Facilitator, FSL, Classical
and International Languages
Amy Killeen . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Teacher, McCaskill’s Mills P.S.
Suzanne Roy . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Teacher, R. H. Cornish P.S.
Danielle Alary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Teacher, Cadarakque P.S.
Laura Tully . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Teacher, McCaskill’s Mills P.S.
Marie-Josée Zignone
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Teacher, T. R. McEwen P.S.
Léah Taylor . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Teacher, T. R. McEwen P.S.
Marie-Hélène Gervais-Wagner . . . . . . . . . . . . . . . . . . . . . . . . .
Teacher, F. M. Heard P.S.
Maureen Symons . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Creative Services
Suzanne Roy has been a teacher at R. H. Cornish since 1999. She has been a great asset to
this project contributing her numerous ideas for teachers of grades one and two. We would
like to thank her for all her efforts in this great adventure.
Danielle Alary comes to us from Cadarakque P.S. She has been a tremendous force in the
execution of this project. Her expertise as a F.I. SERT/Grade 2 teacher has been truly
helpful.
Marie-Josée Zignone has been with the DDSB for 8 years and for the past three years at
Southwood P.S. where she has taught grade five and has been the F.I. SERT.
Léah Taylor has been a very busy teacher at T.R. McEwen. Her easy going nature has
enriched the lives of her little grade one students. She has a great French background
having lived in Montréal, St John’s, Newfoundland and now Ontario. We are very pleased
that she has joined our team.
Marie-Hélène Gervais-Wagner attributes the birth of this project to her need for perfection
and equality for all her students. Having taught grade one and then two in the past few
years. She has become very knowledgeable with these grades. She is really hoping that
this document will be a useful resource for all split grade teachers.
Maureen Symons is a designer (we prefer to call her genius) in Creative Services. Her help
in putting this document has been truly invaluable. We are truly grateful to Maureen for her
talent and expertise. We started out with a bunch of papers and Maureen transformed it
into the document your are reading today. Thank you Maureen you are amazing!
There are a few other teachers who also contributed documents. Their names are on their
respective work and we would like to thank them for their contribution.
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Naviguer les classes combinées
Table of Contents
1. Acknowledgement . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2
2. Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4
3. Expectations for Grade 1-2 in Mathematic, Language, Visual Arts, Drama
and Dance, Music and Physical Education . . . . . . . . . . . . . . . . . . . . 9
4. Expectations for Grade 2-3 in Mathematic, Language, Visual Arts,
Drama and Dance, Music and Physical Education . . . . . . . . . . . . . . . 47
5. Expectations for Grades 1-2, 2-3 in Science and Social Studies . . . . . 90
6. Long Range Plans
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 106
7. Classroom Management Strategies . . . . . . . . . . . . . . . . . . . . . . . 130
8. Resources . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 156
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Introduction
What do you do when your principal tells you that because of numbers you
will be teaching a combined class? Do you:
A) scream
B) pull your hair out
C) read the “gazillion” Ministry documents
D) hope and pray that someone has already done "C" for you
Well, your wish is our command! We have correlated all the Ministry
expectation documents for the grades one and two as well as two and three.
In this document you will find a guideline on how to calmly approach the
wonderful world of combined classes.
While most of you are already experienced educators, being told that you
will be teaching a combined class brings you back to your first class, first
year, first day (Please don't go there)! We have provided you with a
comparison of the expectations in the primary grades. What to teach both
grades simultaneously and what to teach separately. You will also find:
-
a list of strategies
a list of resources
answers to parent's questions
general ideas on how to plan
classroom management tips
We all know that teaching a combined class is not smooth sailing. Your ship
can experience big waves, small waves and even calm waters (maybe once a
month) but just remember you are not alone and many of us are sailing
along with you on this adventure.
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Combined Grades
Combined Grades: Strategies to Reach a Range of Learners in
Kindergarten to Grade 6 is a publication from the Ministry of Education sent
out to all the schools in June 2007. This document would be extremely
beneficial for planning and building classes. This resource is also available in
French Classes à années multiples: Stratégies pour rejoindre tous les
élèves, as well as the electronic version on the Ministry of Education website
at http://www.edu.gov.on.ca
In this publication, discussion around providing support for teachers of
combined grades is discussed, how to efficiently build classes of combined
grades, answering parent's questions, and the majority of the document is
on planning instruction and a good portion is spent on planning literacy and
mathematics instructions.
Here are the most important characteristics to consider when building
classes:
• Number of students in each grade
• Number of boys and girls
• SOClAL SKILLS OF THE STUDENT ( e.g., ability to cooperate or take
initiative)
• RELATIONSHIP WITH PEERS (e.g., ability to maintain friendship and
to build new friendship)
• level of student achievements in literacy and numeracy
• students' strengths (e.g., DEGREE OF INDEPENDENCE, ABILITY IN
PROBLEM SOLVING)
• students' needs (e.g., need for support in learning English or
French, and SPECIAL ED. NEEDS)
• students' interest
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COMBINED GRADES: Strategies to Reach a Range of Learners
in Kindergarten to Grade 6
ESTABLISHING AN EFFECTIVE LEARNING ENVIRONMENT
(taken from: pages 13 to 17, Combined Grades, strategies to reach a range of Learners in Kindergarten
to Grade 6, Ministry of Ontario)
Effective learning environments are intellectually challenging, developmentally
appropriate for all students, and organized for particular purposes. Within such a
learning environment, students learn through discussions, through posing questions for
clarification and further inquiry, and through modelling and analysing ideas using
multiple representations (e.g., manipulatives, drawings, symbols, words). In such social
learning contexts, students develop and refine their thinking about ideas, strategies, and
solutions, as well as themes and concepts in various subjects. Learning in this
environment fosters the students’ and the teacher’s curiosity, perseverance, and
confidence. Specific strategies for establishing the learning environment for a classroom
with combined grades are outlined below.
•
Use a variety of seating arrangements to support student interaction and learning at
different times, such as same-grade group seating to enable same-grade interaction;
a grade-specific meeting area near a black/white board at the side of the classroom
for discussing grade-specific instructions or displaying grade-specific
solutions and strategies; a seating
area for whole-class discussion of
diverse solutions and strategies at the
main black/white board (see diagram).
•
Organize the classroom space so that
students can independently access
learning materials that are organized
and labelled in bins in designated
areas.
•
Provide students with routines for
selecting and distributing learning
materials, so that the teacher can
focus on student learning rather than
on classroom organization logistics.
For example, organize the students in
same-grade learning groups, and make each group responsible for one week for
distributing and collecting journals, manipulatives, hand-outs, and assignments. Keep a
running list of the responsibilities of the “group of the week” for each day, so that all
members of the group know their responsibilities.
•
Provide instructional routines so that students know what to expect when beginning
specific activities. For example, provide a routine in which students record their
thinking on chart paper or on the black/white board and then discuss their work with
the teacher at a pre-arranged time. Such routines are necessary so that students
can be sure to have discussion time when the teacher is not working with the other
grade.
1. The following are suggested examples of supports5 that can help students to
independently access grade-specific and other materials.
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Mathematics
Number sense and numeration
Similar overall and specific expectations for Grades One and Two that may be taught SIMULTANEOUSLY
Description of the expectation for Grade One
Description of the expectation for Grade Two
Overall
1m8
• read, represent, compare, and order whole numbers to
50, and use concrete materials to investigate fractions
and money amounts;
Overall
2m8
• read, represent, compare, and order whole numbers to
50, and use concrete materials to investigate fractions
and money amounts to 100¢;
1m9
• demonstrate an understanding of magnitude by
counting forward to 100 and backwards from 20;
2m9
• demonstrate an understanding of magnitude by
counting forward to 200 and backwards from 50, using
multiples of various numbers as starting points;
Specific
1m11
• represent, compare, and order whole numbers to 50,
using a variety of tools (e.g., connecting cubes, ten
frames, base ten materials, number lines, hundreds
charts) and contexts (e.g., real life experiences,
number stories);
Specific
2m11
• represent, compare, and order whole numbers to 100,
including money amounts to 100¢, using a variety of
tools (e.g., ten frames, base ten materials, coin
manipulatives, number lines, hundreds charts and
hundreds carpets);
1m12
• read and print in words whole numbers to ten, using
meaningful contexts (e.g., storybooks, posters);
2m12
• read and print in words whole numbers to twenty,
using meaningful contexts (e.g., storybooks, posters,
signs);
1m18
• compose and decompose numbers up to 20 in a
variety of ways, using concrete materials (e.g., 7 can
be decomposed using connecting cubes into 6 and 1,
or 5 and 2, or 4 and 3);
2m13
• compose and decompose two-digit numbers in a
variety of ways, using concrete materials (e.g., place
42 counters on ten frames to show 4 tens and 2 ones;
compose 37¢ using one quarter, one dime, and two
pennies) (Sample problem: Use base ten blocks to
show 60 in different ways.);
1m13
• demonstrate, using concrete materials, the concept of
conservation of number (e.g., 5 counters represent
the number 5, regardless whether they are close
together or far apart);
2m14
• determine, using concrete materials, the ten that is
nearest to a given two-digit number, and justify the
answer (e.g., use counters on ten frames to determine
that 47 is closer to 50 than to 40);
1m21
• count forward by 1’s, 2’s, 5’s, and 10’s to 100, using a
variety of tools and strategies (e.g., move with steps;
skip count on a number line; place counters on a
hundreds chart; connect cubes to show equal groups;
count groups of pennies, nickels, or dimes);
2m19
• count forward by 1’s, 2’s, 5’s, 10’s, and 25’s to 200,
using number lines and hundreds charts, starting from
multiples of 1, 2, 5, and 10 (e.g., count by 5’s from
15; count by 25’s from 125);
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1m22
• count backwards by 1’s from 20 and any number less
than 20 (e.g., count backwards from 18 to 11), with
and without the use of concrete materials and number
lines;
2m20
• count backwards by 1’s from 50 and any number less
than 50, and count backwards by 10’s from 100 and
any number less than 100, using number lines and
hundreds charts (Sample problem: Count backwards
from 87 on a hundreds carpet, and describe any
patterns you see.);
1m23
• count backwards from 20 by 2’s and 5’s, using a
variety of tools (e.g., number lines, hundreds charts);
2m21
• locate whole numbers to 100 on a number line and on
a partial number line (e.g., locate 37 on a partial
number line that goes from 34 to 41).
1m24
• use ordinal numbers to thirty-first in meaningful
contexts (e.g., identify the days of the month on a
calendar).
2m22
• solve problems involving the addition and subtraction
of whole numbers to 18, using a variety of mental
strategies (e.g.,“To add 6 + 8, I could double 6 and
get 12 and then add 2 more to get 14.”);
1m25
• solve a variety of problems involving the addition and
subtraction of whole numbers to 20, using concrete
materials and drawings (e.g., pictures, number lines)
(Sample problem: Miguel has 12 cookies. Seven
cookies are chocolate. Use counters to determine how
many cookies are not chocolate.);
2m26
•
1m26
of single-digit whole numbers, using a variety of
mental strategies (e.g., one more than, one less than,
counting on, counting back, doubles);
2m27
• add and subtract money amounts to 100¢, using a
variety of tools (e.g., concrete materials, drawings)
and strategies (e.g., counting on, estimating,
representing using symbols).
1m27
• add and subtract money amounts to 10¢, using coin
manipulatives and drawings.
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solve problems involving the addition and subtraction
of two-digit numbers, with and without regrouping,
using concrete materials (e.g., base ten materials,
counters), student-generated algorithms, and standard
algorithms;
Similar overall and specific expectations for Grades One and Two that may be taught SEPARATELY
1m24
• use ordinal numbers to thirty-first in meaningful
contexts (e.g., identify the days of the month on a
calendar).
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2m21
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• locate whole numbers to 100 on a number line and on
Measurement
• estimate, measure, and record the distance around objects, using non-standard units (Sample problem: Measure around several different
doll beds using string, to see which bed is the longest around.);
Overall
1m28
• estimate, measure, and describe length, area, mass,
capacity, time, and temperature, using non-standard
units of the same size;
Overall
2m28
• estimate, measure, and record length, perimeter,
area, mass, capacity, time, and temperature, using
non-standard units and standard units;
1m29
• compare, describe, and order objects, using attributes
measured in non-standard units.
2m29
• compare, describe, and order objects, using attributes
measured in non-standard units and standard units.
Specific
1m30
• demonstrate an understanding of the use of nonstandard units of the same size (e.g., straws, index
cards) for measuring (Sample problem: Measure the
length of your desk in different ways; for example, by
using several different non-standard units or by
starting measurements from opposite ends of the
desk. Discuss your findings.);
Specific
2m30
• choose benchmarks – in this case, personal referents –
for a centimetre and a metre (e.g.,“My little finger is
about as wide as one centimetre. A really big step is
about one metre.”) to help them perform
measurement tasks;
1m31
• estimate, measure (i.e., by placing nonstandard units
repeatedly, without overlaps or gaps), and record
lengths, heights, and distances (e.g., a book is about
10 paper clips wide; a pencil is about 3 toothpicks
long);
2m31
• estimate and measure length, height, and distance,
using standard units (i.e., centimetre, metre) and nonstandard units;
1m32
• construct, using a variety of strategies, tools for
measuring lengths, heights, and distances in nonstandard units (e.g., footprints on cash register tape
or on connecting cubes);
2m32
• record and represent measurements of length, height,
and distance in a variety of ways (e.g., written,
pictorial, concrete) (Sample problem: Investigate how
the steepness of a ramp affects the distance an object
travels. Use cash-register tape for recording
distances.);
1m33
• estimate, measure (i.e., by minimizing overlaps and
gaps), and describe area, through investigation using
non-standard units (e.g.,“It took about 15 index cards
to cover my desk, with only a little bit of space left
over.”);
2m34
• select and justify the choice of a standard unit (i.e.,
centimetre or metre) or a nonstandard unit to
measure length (e.g., “I needed a fast way to check
that the two teams would race the same distance, so I
used paces.”);
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1m34
• estimate, measure, and describe the capacity and/or
mass of an object, through investigation using nonstandard units (e.g.,“My journal has the same mass as
13 pencils.” “The juice can has the same capacity as 4
pop cans.”);
2m36
• estimate, measure, and record the distance around
objects, using non-standard units (Sample problem:
Measure around several different doll beds using
string, to see which bed is the longest around.);
1m35
• estimate, measure, and describe the passage of time,
through investigation using nonstandard units (e.g.,
number of sleeps; number of claps; number of flips of
a sand timer);
2m37
• tell and write time to the quarter-hour, using
demonstration digital and analogue clocks (e.g.,“My
clock shows the time recess will start [10:00], and my
friend’s clock shows the time recess will end
[10:15].”);
1m36
• read demonstration digital and analogue clocks, and
use them to identify benchmark times (e.g., times for
breakfast, lunch, dinner; the start and end of school;
bedtime) and to tell and write time to the hour and
half-hour in everyday settings;
2m38
•
1m37
• name the months of the year in order, and read the
date on a calendar;
2m39
• describe how changes in temperature affect everyday
experiences (e.g., the choice of clothing to wear);
1m38
• relate temperature to experiences of the seasons
(e.g.,“In winter, we can skate because it’s cold enough
for there to be ice.”).
2m42
• compare and order a collection of objects by mass
and/or capacity, using non-standard units (e.g.,“The
coffee can holds more sand than the soup can, but the
same amount as the small pail.”);
1m39
• compare two or three objects using measurable
attributes (e.g., length, height, width, area,
temperature, mass, capacity), and describe the
objects using relative terms (e.g., taller, heavier,
faster, bigger, warmer; “If I put an eraser, a pencil,
and a metre stick beside each other, I can see that the
eraser is shortest and the metre stick is longest.”);
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construct tools for measuring time intervals in nonstandard units (e.g., a particular bottle of water takes
about five seconds to empty);
Measurement
2m33
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used paces.”);
Geometry
Overall
1m43
• identify common two-dimensional shapes and threedimensional figures and sort and classify them by their
attributes;*
Overall
2m44
• identify two-dimensional shapes and threedimensional figures and sort and classify them by their
geometric properties;
1m44
• compose and decompose common two-dimensional
shapes and three-dimensional figures;
2m45
•
1m45
• describe the relative locations of objects using
positional language.
2m46
• describe and represent the relative locations of
objects, and represent objects on a map.
Specifc
1m46
•
Specific
2m48
• identify and describe various polygons (i.e., triangles,
quadrilaterals, pentagons, hexagons, heptagons,
octagons) and sort and classify them by their
geometric properties (i.e., number of sides or number
of vertices), using concrete materials and pictorial
representations (e.g.,“I put all the figures with five or
more vertices in one group, and all the figures with
fewer than five vertices in another group.”);
1m48
• identify and describe common three dimensional
figures (e.g., cubes, cones, cylinders, spheres,
rectangular prisms) and sort and classify them by their
attributes (e.g., colour; size; texture; number and
shape of faces), using concrete materials and pictorial
representations (e.g.,“I put the cones and the
cylinders in the same group because they all have
circles on them.”);
2m50
• create models and skeletons of prisms and pyramids,
using concrete materials (e.g., cardboard; straws and
modelling clay), and describe their geometric
properties (i.e., number and shape of faces, number of
edges);
1m50
• locate shapes in the environment that have symmetry,
and describe the symmetry.
2m51
•
locate the line of symmetry in a two dimensional
shape (e.g., by paper folding; by using a Mira).
1m51
• compose patterns, pictures, and designs, using
common two-dimensional shapes (Sample problem:
Create a picture of a flower using pattern blocks.);
2m52
•
compose and describe pictures, designs, and patterns
by combining two-dimensional shapes (e.g.,“I made a
picture of a flower from one hexagon and six
equilateral triangles.”);
identify and describe common two dimensional
shapes (e.g., circles, triangles, rectangles, squares)
and sort and classify them by their attributes (e.g.,
colour; size; texture; number of sides), using concrete
materials and pictorial representations (e.g.,“I put all
the triangles in one group. Some are long and skinny,
and some are short and fat, but they all have three
sides.”);
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compose and decompose two-dimensional shapes and
three-dimensional figures;
1m53
• build three-dimensional structures using concrete
materials, and describe the two dimensional shapes
the structures contain;
2m53
• compose and decompose two-dimensional shapes
(Sample problem: Use Power Polygons to show if you
can compose a rectangle from two triangles of
different sizes.);
1m54
• cover outline puzzles with two-dimensional shapes
(e.g., pattern blocks, tangrams) (Sample problem:
Fill in the outline of a boat with tangram pieces.).
2m54
•
1m55
• describe the relative locations of objects or people
using positional language (e.g., over, under, above,
below, in front of, behind, inside, outside, beside,
between, along);
2m56
• describe the relative locations (e.g., beside, two steps
to the right of ) and the movements of objects on a
map (e.g.,“The path shows that he walked around the
desk, down the aisle, and over to the window.”);
1m56
• describe the relative locations of objects on concrete
maps created in the classroom (Sample problem:
Work with your group to create a map of the
classroom in the sand table, using smaller objects to
represent the classroom objects. Describe where the
teacher’s desk and the bookshelves are located.);
2m57
• draw simple maps of familiar settings, and describe
the relative locations of objects on the maps (Sample
problem: Draw a map of the classroom, showing the
locations of the different pieces of furniture.);
1m57
• create symmetrical designs and pictures, using
concrete materials (e.g., pattern blocks, connecting
cubes, paper for folding), and describe the relative
locations of the parts.
2m58
• create and describe symmetrical designs using a
variety of tools (e.g., pattern blocks, tangrams, paper
and pencil).
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cover an outline puzzle with two dimensional shapes
in more than one way;
Geometry
2m33
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used paces.”);
Patterning and Algebra
Overall
1m58
• identify, describe, extend, and create repeating
patterns;
Overall
2m59
•
1m59
•
2m60
• demonstrate an understanding of the concept of
equality between pairs of expressions, using concrete
materials, symbols, and addition and subtraction to
18.
Specific
1m60
• identify, describe, and extend, through investigation,
geometric repeating patterns involving one attribute
(e.g., colour, size, shape, thickness, orientation);
Specific
2m61
•
1m66
• create a set in which the number of objects is greater
than, less than, or equal to the number of objects in a
given set;
2m68
• demonstrate an understanding of the concept of
equality by partitioning whole numbers to 18 in a
variety of ways, using concrete materials (e.g.,
starting with 9 tiles and adding 6 more tiles gives the
same result as starting with 10 tiles and adding 5
more tiles);
1m67
• demonstrate examples of equality, through
investigation, using a “balance” model (Sample
problem: Demonstrate, using a pan balance, that a
train of 7 attached cubes on one side balances a train
of 3 cubes and a train of 4 cubes on the other side.);
2m69
•
demonstrate an understanding of the concept of
equality, using concrete materials and addition
and subtraction to 10.
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identify, describe, extend, and create repeating
patterns, growing patterns, and shrinking patterns;
identify and describe, through investigation, growing
patterns and shrinking patterns generated by the
repeated addition or subtraction of 1’s, 2’s, 5’s, 10’s,
and 25’s on a number line and on a hundreds chart
(e.g., the numbers 90, 80, 70, 60, 50, 40, 30, 20, 10
are in a straight line on a hundreds chart);
represent, through investigation with concrete
materials and pictures, two number expressions that
are equal, using the equal sign (e.g.,“I can break a
train of 10 cubes into 4 cubes and 6 cubes. I can also
break 10 cubes into 7 cubes and 3 cubes. This means
4 + 6 = 7 + 3.”);
1m61
• identify and extend, through investigation, numeric
repeating patterns
(e.g., 1, 2, 3, 1, 2, 3, 1, 2, 3, …);
1m62
• describe numeric repeating patterns in a hundreds
chart;
1m63
• identify a rule for a repeating pattern (e.g., “We’re
lining up boy, girl, boy, girl, boy, girl.”);
1m64
• create a repeating pattern involving one attribute
(e.g., colour, size, shape, sound) (Sample problem:
Use beads to make a string that shows a repeating
pattern involving one attribute.);
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Data Management
Overall
1m69
• collect and organize categorical primary data and
display the data using concrete graphs and
pictographs, without regard to the order of labels on
the horizontal axis;
Overall
2m73
• collect and organize categorical or discrete primary
data and display the data, using tally charts, concrete
graphs, pictographs, line plots, simple bar graphs, and
other graphic organizers, with labels ordered
appropriately along horizontal axes, as needed;
1m70
•
2m74
• read and describe primary data presented in tally
charts, concrete graphs, pictographs, line plots, simple
bar graphs, and other graphic organizers;
1m71
• describe the likelihood that everyday events will
happen.
2m75
• describe probability in everyday situations and simple
games.
Specific
1m72
• demonstrate an ability to organize objects into
categories by sorting and classifying objects using one
attribute (e.g., colour, size), and by describing
informal sorting experiences (e.g., helping to put away
groceries) (Sample problem: Sort a collection of
attribute blocks by colour. Re-sort the same collection
by shape.);
Specific
2m76
• demonstrate an ability to organize objects into
categories, by sorting and classifying objects using two
attributes simultaneously (e.g., sort attribute blocks
by colour and shape at the same time);
1m73
• collect and organize primary data (e.g., data collected
by the class) that is categorical (i.e., that can be
organized into categories based on qualities such as
colour or hobby), and display the data using one-toone correspondence, prepared templates of concrete
graphs and pictographs (with titles and labels), and a
variety of recording methods (e.g., arranging objects,
placing stickers, drawing pictures, making tally
marks) (Sample problem: Collect and organize data
about the favourite fruit that students in your class
like to eat.).
2m77
• gather data to answer a question, using a simple
survey with a limited number of responses (e.g.,What
is your favourite season?; How many letters are in
your first name?);
read and describe primary data presented in concrete
graphs and pictographs;
MD/ms D02/21 2007 06 12
- 21 -
1m74
• read primary data presented in concrete graphs and
pictographs, and describe the data using comparative
language (e.g., more students chose summer than
winter as their single favourite season);
2m78
• collect and organize primary data (e.g., data collected
by the class) that is categorical or discrete (i.e., that
can be counted, such as the number of students
absent), and display the data using one-to-one
correspondence in concrete graphs, pictographs, line
plots, simple bar graphs, and other graphic organizers
(e.g., tally charts, diagrams), with appropriate titles
and labels and with labels ordered appropriately along
horizontal axes, as needed (Sample problem: Record
the number of times that specific words are used in a
simple rhyme or poem.).
1m75
• pose and answer questions about collected data
(Sample problem: What was the most popular fruit
chosen by the students in your class?).
2m79
• read primary data presented in concrete graphs,
pictographs, line plots, simple bar graphs, and other
graphic organizers (e.g., tally charts, diagrams), and
describe the data using mathematical language
(e.g.,“Our bar graph shows that 4 more students walk
to school than take the bus.”);
1m76
• describe the likelihood that everyday events will occur,
using mathematical language (i.e., impossible,
unlikely, less likely, more likely, certain) (e.g.,“It’s
unlikely that I will win the contest shown on the cereal
box.”).
2m80
• pose and answer questions about class generated data
in concrete graphs, pictographs, line plots, simple bar
graphs, and tally charts (e.g.,Which is the least
favourite season?);
2m83
describe probability as a measure of the likelihood that
an event will occur, using mathematical language (i.e.,
impossible, unlikely, less likely, equally likely, more
likely, certain) (e.g.,“If I take a new shoe out of a box
without looking, it’s equally likely that I will pick the left
shoe or the right shoe.”);
MD/ms D02/22 2007 06 12
- 22 -
Data Management
MD/ms D02/23 2007 06 12
2m81
• distinguish between numbers that represent data
values (e.g.,“I have 4 people in my family.”) and
numbers that represent the frequency of an event
(e.g.,“There are 10 children in my class who have 4
people in their family.”);
2m82
•
2m84
describe the probability that an event will occur (e.g.,
getting heads when tossing a coin, landing on red when
spinning a spinner), through investigation with simple
games and probability experiments and using
mathematical language (e.g., “I tossed 2 coins at the
same time, to see how often I would get 2 heads. I found
that getting a head and a tail was more likely than
getting 2 heads.”) (Sample problem: Describe the
probability of spinning red when you spin a spinner that
has one half shaded yellow, one fourth shaded blue, and
one fourth shaded red. Experiment with the spinner to
see if the results are what you expected.).
- 23 -
demonstrate an understanding of data displayed in a
graph (e.g., by telling a story, by drawing a picture),
by comparing different parts of the data and by
making statements about the data as a whole (e.g., “I
looked at the graph that shows how many students
were absent each month. More students were away in
January than in September.”).
Language
Oral
Overall
1i1
– listen and respond to short, simple spoken texts
and media works
Overall
2i1
– listen and respond to simple spoken texts and media
works
Specific
1i3
- follow instructions to perform simple tasks
Specific
2i3
- follow instructions to perform a sequence of tasks
1i4
- demonstrate and understanding of short, simple
spoken texts and media works (e.g. by answering
short, simple questions; acting out the words of a
song; illustrating the events described)
2i4
- demonstrate an understanding of short spoken texts
and media works (e.g. by identifying words and
expressions, retelling the story, identifying the main
topic, predicting outcomes)
1i5
- identify rhymes and word patterns in familiar
contexts
2i5
– identify rhymes and language patterns in familiar
contexts (e.g., poems, comptines, songs);
Overall
1i2
- talk about familiar topics, using simple vocabulary
and expressions
Overall
2i2
- talk about familiar topics, using simple vocabulary
and expressions
1i7
- repeat and recite a variety of short, simple spoken
texts (e.g., poems, comptines, songs) to develop
vocabulary, pronunciation, and knowledge of
language structures;
2i7
– repeat and recite a variety of simple spoken texts
(e.g., poems, comptines, songs) to develop
vocabulary, pronunciation, and knowledge of
language structures;
1i8
– ask and answer simple questions about familiar
topics (e.g., classroom routines, the school
environment, the weather);
2i8
– ask and answer simple questions to clarify
understanding of familiar topics;
1i9
– use visual cues (e.g., gestures, facial expressions)
to communicate needs and express feelings;
2i9
– use visual and verbal cues (e.g., gestures, facial
expressions, tone of voice) to communicate needs
and convey meaning;
1i10
– use simple vocabulary and language structures to
communicate needs and express likes and dislikes;
2i10
– use simple vocabulary and language structures to
communicate needs and express feelings;
1i11
– listen and react to stories (e.g., comment on
events, characters) and recount personal
experiences;
2i11
– retell stories and recount personal experiences,
presenting events in a coherent sequence;
MD/ms D02/24 2007 06 12
- 24 -
1i12
– dramatize stories, using their own words and
appropriate expressions and gestures.
2i12
– give a short presentation (e.g., a dialogue, a
description) on a familiar topic, following a model.
1i13
– recognize and use appropriate language structures
in oral communication activities;
2i13
– recognize and use appropriate language structures in
oral communication activities;
1i14
– pronounce familiar vocabulary correctly;
2i14
– pronounce familiar vocabulary correctly;
MD/ms D02/25 2007 06 12
- 25 -
Reading
Overall
1i16
• read short, simple written materials and demonstrate
understanding through oral and very brief written
responses;
Overall
2i17
• read simple written materials and demonstrate
understanding through oral and very brief written
responses;
1i17
- read a variety of short, simple written materials (e.g.,
signs, pattern books, rhymes) for different purposes
(e.g., to obtain information, build vocabulary);
2i18
– read a variety of simple written materials (e.g.,
stories, poems, children’s reference books) for
different purposes (e.g., toobtain information, to build
vocabulary and knowledge of word structures);
1i18
– express their reactions to texts read independently
(e.g., say what they like or dislike about a story);
2i19
– express their reactions to texts read independently
(e.g., comment on facts, descriptions);
1i19
– respond to written materials, relating the content to
their own knowledge and experience;
2i20
– express clear responses to written texts, relating the
content to personal experiences;
1i20
– follow simple written instructions (e.g., on labels,
diagrams);
2i21
– follow written instructions (e.g., solve word problems,
follow directions for crafts);
1i21
– demonstrate an understanding of simple texts (e.g.,
answer questions, identify key information);
2i22
– demonstrate an understanding of simple texts (e.g.,
select correct answers, sequence sentences, restate
information);
1i22
– extend their understanding of a story through followup activities (e.g., illustrate a character or an action,
role play);
2i23
– extend their understanding of a text through follow-up
activities (e.g., illustrate a character or an action, role
play);
1i23
– identify ways in which different kinds of written
materials are organized (e.g., stories, poems,
comptines);
2i24
– identify characteristics of different forms of written
materials (e.g., poems, stories, simple dictionaries);
1i24
– identify the key elements of a story (e.g., plot,
characters).
2i25
– identify the key elements of a story (e.g., setting, plot,
characters).
1i25
their response to written texts;
2i26
their response to written texts;
1i26
– use reading strategies (e.g., visual cues, language and
word patterns, phonics, word lists) to determine the
meaning of unfamiliar vocabulary;
2i27
– use reading strategies (e.g., visual cues, language and
word patterns, context clues, phonics, word lists) to
determine the meaning of unfamiliar vocabulary and
expressions;
MD/ms D02/26 2007 06 12
- 26 -
1i27
– read aloud, observing the rules of pronunciation and
intonation;
2i28
– read aloud, observing the rules of pronunciation and
intonation;
1i28
– recognize and use punctuation as an aid to
comprehension;
2i29
– recognize and use punctuation as an aid to
comprehension;
1i29
– use some basic conventions of text (e.g., illustrations,
headings, page numbers) to find information.
2i30
– use and interpret basic conventions of text (e.g.,
illustrations, diagrams, headings) to find information.
MD/ms D02/27 2007 06 12
- 27 -
Writing
Overall
1i30
• produce short, simple pieces of writing, following
appropriate models;
Overall
2i31
• produce short pieces of writing, using simple forms;
1i32
– create short written texts for specific purposes (e.g., a
story, an invitation, a description),following a model;
2i32
– create short written texts for specific purposes (e.g., a
story, a pattern book, an invitation, a thank-you note,
a personal dictionary), following a model;
1i33
– organize information so that the writing conveys a
clear message (e.g., describe events in proper
sequence);
2i33
– organize ideas in a logical sequence (e.g., write stories
that have a beginning, a middle, and an end);
1i35
– use appropriate language structures in their writing;
2i35
– use appropriate language structures in their writing;
1i36
– use and spell correctly the vocabulary appropriate for
this grade level;
2i36
– use and spell correctly the vocabulary appropriate for
this grade level;
1i37
– print legibly, using capitals and small letters and
leaving spaces between words;
2i37
– print legibly;
1i38
– use simple but complete sentences in their writing;
2i38
– use complete simple sentences in their writing;
1i40
– use appropriate resources to verify spelling (e.g.,word
lists, personal dictionaries).
2i43
– use appropriate resources to verify spelling (e.g.,word
lists, dictionaries).
Overall
1i41
• identify and use appropriate language conventions
during oral communication activities, in their
responses to reading materials, and in their written
work.
Overall
2i44
work.
1i45
– présent of avoir, être, and regular -er verbs
2i48
– présent of regular -er verbs
1i54
– simple sentences consisting of subject + verb + object
(e.g., J’aime mon chat.)
2i53
– simple sentences consisting of subject + verb +
complement (e.g., Elle est jeune.)
MD/ms D02/28 2007 06 12
- 28 -
Language
Oral
Overall and specific expectations for Grades One and Two that may be taught SEPARATELY
Overall
1i2
– talk about familiar topics, using simple vocabulary and
expressions
Overall
2i2
– talk about familiar topics, using simple vocabulary and
expressions
1i15
– recognize and use masculine and feminine word
endings in adjectives (e.g., grand/grande, rond/ronde,
petit/petite).
2i15
– use linking words such as et, ou, puis, and mais to
connect ideas in speech;
2i16
– recognize silent word endings in nouns
(e.g., chat) and the silent “s” in plurals
(e.g., tables ), and correctly pronounce words with
silent endings.
MD/ms D02/29 2007 06 12
- 29 -
Reading
There are NO expectations required to be taught SEPARATELY. ALL Grade One and Grade Two reading expectations may be taught
SIMULTANEOUSLY.
MD/ms D02/30 2007 06 12
- 30 -
Writing
Overall
1i30
• produce short, simple pieces of writing, following
appropriate models;
Overall
2i31
• produce short pieces of writing, using simple forms;
1i31
– list key words related to a topic;
2i34
– use materials from various media (e.g., photographs,
drawings, collages) to clarify and enhance a written
message.
1i34
– write brief texts to explain a picture or photograph.
2i39
– use commas to separate a series of items in a
sentence, and in addresses;
1i39
– use capitals at the beginning of sentences and periods
at the end of sentences;
2i40
– use question marks at the end of questions;
2i41
– use capitals for personal names;
2i42
– revise and proofread their writing (e.g., correct errors
in spelling, punctuation), with the teacher’s
assistance;
MD/ms D02/31 2007 06 12
- 31 -
Writing - Language Conventions
Overall
1i41
work.
Overall
2i44
work.
1i42
– personal pronouns je, tu, il, elle, nous, vous, ils, elles
2i45
– agreement of partitive articles (du, de la, de l’, des)
with nouns
1i43
– agreement of definite articles (le, la, l’, les) and
indefinite articles (un, une, des) with nouns
2i46
– simple feminine forms of nouns (e.g., chat/chatte,
lion/lionne)
1i44
– addition of “s” to form the plural of nouns (e.g., un
enfant/des enfants)
2i47
– subject/verb agreement
1i45
– présent of avoir, être, and regular -er verbs
2i49
– présent of frequently used verbs faire, pouvoir
1i46
– aller + infinitive to form the futur proche (e.g., Je vais
marcher.)
2i50
– possessive adjectives mon/ma/mes, ton/ta/tes,
son/sa/ses
1i47
– position and agreement, in gender and number, of
regular adjectives with nouns (e.g., le chat noir, la
voiture noire, les crayons noirs, les plumes noires )
2i51
– use of pour
1i48
– preposition de to indicate possession
2i52
– questions starting with question words quel/quelle
1i49
– use of avec
2i54
– negative form ne … pas
1i50
– prepositions of place au, à la, à l’, aux, chez, dans,
sur, sous
1i51
– questions starting with est-ce que
1i52
– questions indicated by rising intonation (e.g.,Tu viens?
)
1i53
– questions starting with question words quand, qui,
combien, où
MD/ms D02/32 2007 06 12
- 32 -
Physical Education
1p1
• identify healthy eating habits;
2p1
• identify healthy eating practices and use a
decision-making model to make healthy food choices;
1p3
• recognize safety risks and safe practices;
2p3
• outline safety rules and safe practices;
1p4
• recognize commonly used medicines and household
products.
2p4
• describe the effects on the body of appropriate and
inappropriate uses of medicines.
1p5
• identify the food groups and give examples of foods in
each group;
2p5
• identify a balanced diet and apply decision-making
skills to create menus for healthy meals;
1p7
• describe ways to care for their teeth;
2p7
• explain the negative effects of poor nutrition on
healthy teeth and the importance of regular brushing
and visits to the dentist;
1p11
• outline the potential safety risks in the home, school,
and community (e.g., from fire or toys);
2p11
• identify safety rules to be followed in the home,
school, and community (e.g., electrical safety,
schoolyard rules, bus safety);
1p12
• describe exploitative behaviours (e.g., abusive
behaviours, bullying, inappropriate touching) and the
feelings associated with them;
2p12
• describe types of verbal and physical violence (e.g.,
name calling, kicking, hitting);
1p17
• perform the basic movement skills required to
participate in physical activities: locomotion/travelling
(e.g., galloping, running), manipulation (e.g.,
throwing, catching), and stability (e.g., jumping,
landing);
2p17
• perform the basic movement skills required to
(e.g., skipping, hopping ), manipulation (e.g.,
throwing, bouncing), and stability (e.g., balancing,
twisting);
1p18
• demonstrate the principles of movement (e.g., in
various directions, alone, with others, at various
speeds) using locomotion/travelling, manipulation, and
stability skills.
2p18
• demonstrate the principles of movement (e.g., at
various levels, in relationship to equipment, using
different body parts) using locomotion/travelling,
manipulation, and stability skills.
1p20
• travel in a variety of ways using different pathways
(e.g., straight, curved, or zigzag pathways in creative
dance);
2p20
• travel in a variety of ways, changing pathways and
directions (e.g., in creative dance, dances from other
countries);
1p23
• bounce, while stationary, a ball with one hand;
2p23
• bounce a ball while moving, using either hand;
MD/ms D02/33 2007 06 12
- 33 -
1p24
• jump forward with control, using a variety of take-offs
and landings;
2p24
• jump and land safely, using take-off combinations of
one or two feet;
1p25
• demonstrate basic static balances (e.g., stork balance)
without equipment;
2p25
• balance on a variety of body parts, on and off
equipment, while stationary and moving (e.g.,
balancing on a bench without moving, walking forward
on a bench);
1p26
• transfer their weight from one body part to another.
2p26
• transfer their body weight over low equipment in a
variety of ways (e.g., from feet to hands to feet).
1p27
• participate on a regular basis in physical activities that
maintain or improve physical fitness (e.g., games,
gymnastics, dance, fitness activities, outdoor
pursuits);
2p27
• participate on a regular basis in physical activities that
gymnastics, dance);
1p28
• recognize the importance of being physically active;
2p28
• recognize the personal benefits of being physically
active;
1p29
• acquire living skills (e.g., basic problem-solving,
decision-making, goal-setting, and interpersonal skills)
through physical activities (e.g., games, gymnastics,
dance, outdoor pursuits);
2p29
• acquire living skills (e.g., basic problem-solving,
1p30
• follow safety procedures related to physical activity,
equipment, and facilities.
2p30
• follow safety procedures related to physical activity,
1p31
• participate vigorously in all aspects of the program
(e.g., physical activity centres, dancing to music, tag
games);
2p31
• participate vigorously in all aspects of the program
(e.g., individual and group activities, dancing to music,
co-operative games);
1p32
• display readiness to participate in the instructional
program (e.g., joining in readily, wearing appropriate
clothing, removing jewellery);
2p33
• display readiness to participate in the instructional
program (e.g., taking out and putting away
equipment, joining in readily, wearing appropriate
clothing, and applying sun protection when
necessary);
1p33
• follow instructions, pay attention, and attempt new
activities;
2p34
• stay on task, follow instructions, pay attention, and
see tasks through to completion;
MD/ms D02/34 2007 06 12
- 34 -
1p34
• participate in moderate to vigorous physical activity
(e.g., animal-walk fitness circuit) for a minimum of
twenty minutes each day, including appropriate warmup and cool-down
2p35
•
participate in moderate to vigorous physical activity
(e.g., an aerobics routine) for a minimum of twenty
minutes each day, including appropriate warm-up and
cool-down procedures;
1p36
•
participate in class or small-group discussion
activities related to physical activity (e.g., goal setting
through a theme-related activity such as a walk-run
to the Olympics);
2p39
•
participate in personal or group goal setting related to
physical activity (e.g., to bring proper clothing for
gymnastics, to bench step for two minutes);
1p37
•
work co-operatively with others (e.g., sharing
equipment, helping others);
2p40
•
demonstrate appropriate interpersonal skills and
respectful behaviour (e.g., displaying etiquette,
playing fairly, co-operating) in physical activities;
1p38
•
demonstrate respect for others in group situations
(e.g., being courteous, speaking kindly).
2p41
•
provide help to and ask for help from group members
MD/ms D02/35 2007 06 12
- 35 -
Physical Education
1p2
•
identify the stages in development of humans (e.g.,
comparing physical changes from birth to childhood)
and of other living things;
2p2
•
describe parts of the human body, the functions of
these parts, and behaviours that contribute to good
health;
1p6
•
suggest occasions (e.g., a bake sale, a class party)
when they can choose healthy food snacks, and
describe the factors affecting their choices (e.g.,
choices made because of allergies or culture);
2p6
•
describe the importance of food to the body (e.g., for
energy and growth);
1p8
•
describe simple life cycles of plants and animals,
including humans;
2p8
•
distinguish the similarities and differences between
themselves and others (e.g., in terms of body size or
gender);
1p9
•
recognize that rest, food, and exercise affect growth;
2p9
•
describe how germs are transmitted and how this
relates to personal hygiene (e.g., using tissues,
washing hands before eating);
1p10
•
identify the major parts of the body by their proper
names;
2p10
•
identify the five senses and describe how each
functions;
1p13
•
identify people who can provide personal safety
assistance (e.g., block parents) and explain how to
access them (e.g., by phoning 9-1-1);
2p13
•
explain the importance of being able to say no to
exploitative behaviours (e.g., improper touching), and
describe how to seek help;
1p14
•
recognize that there are some medicines (e.g., cough
syrup, nose drops) and other substances (e.g.,
vitamins) that help the body when used properly
(safely);
2p14
•
describe the difference between prescription and
non-prescription medicines;
1p15
•
identify (e.g., from their symbols and labels)
medicines and household products that are harmful to
the body;
2p15
•
outline the safe use of medicines (e.g., the need for
an adult to supervise the administration of medicines,
taking proper dosages);
1p16
•
employ decision-making skills to identify when and
how medicines should be used (e.g., seeking out
adult assistance).
2p16
•
use decision-making skills to identify healthy
alternatives to drug use (e.g., fresh air and exercise
can help relieve headaches).
MD/ms D02/36 2007 06 12
- 36 -
1p19
•
travel in a variety of ways (e.g., leap, gallop) in
different directions in response to signals (e.g., stop
or go signals);
2p19
•
travel and change from one kind of
locomotion/travelling movement to another (e.g.,
hopping to skipping);
1p21
•
throw objects of various sizes and shapes underhand,
using one or two hands and large targets (e.g., toss a
bean bag through a hoop);
2p21
•
kick a stationary ball, using either foot, to a partner
or to a large target;
1p22
•
catch objects of various sizes, shapes, and textures
below the waist and using two hands (e.g., catch a
utility or beach ball);
2p22
•
dribble a ball over a short distance, using their feet;
1p35
•
recognize that the heart is always beating and
pumping blood to the muscles and the rest of the
body, and that increased activity increases both the
work of the heart and the speed of breathing;
2p32
•
identify the reasons for participating in regular
physical activity;
2p36
•
explain the importance of stretching the large muscle
groups through warm-ups before physical activity;
2p37
•
recognize that the body needs activity for sustained
amounts of time to improve the strength of the heart
and lungs;
2p38
•
assess their degree of exertion in physical activities
(e.g., by calculating their heart beat or breathing
rate);
MD/ms D02/37 2007 06 12
- 37 -
Music
1a1
• demonstrate an understanding of the basic elements
of music specified for this grade (see below) through
listening to, performing, and creating music;
2a1
•
demonstrate an understanding of the basic elements
of music specified for this grade (see below) through
1a2
•
use correctly the vocabulary and musical terminology
associated with the specific expectations for this
grade;
2a3
•
use correctly the vocabulary and musical terminology
grade;
1a3
•
listen to and identify music from different cultures
and historical periods (e.g., French- Canadian folk
songs such as "Alouette", Native Canadian songs such
as "Ho Ho Watenay");
2a4
•
identify and perform music from various cultures and
historical periods;
1a4
•
communicate their response to music in ways
appropriate for this grade (e.g., through visual arts,
drama, creative movement, language).
2a5
•
communicate their response to music in ways
drama, creative movement, language(.
1a6
•
identify examples of beat in daily life and in music
(e.g., heartbeat, steady pulse of a bass drum in a
march);
2a6
•
identify examples of beat in their environment and in
music (e.g., ticking of clocks, steady pulse in rhymes
or songs)
1a7
•
identify rhythms in language (e.g., patterns of long
and short sounds in nursery rhymes);
2a7
•
identify rhythmic patterns (e.g., clap the pattern of
syllables in nursery rhymes);
1a8
•
distinguish between beat and rhythm in a simple
song;
2a8
•
distinguish between beat and rhythm in a variety of
piece of music;
1a9
•
identify higher- and lower-pitched sounds in their
environment and in music;
2a9
•
identify higher - and lower - pitched sounds in a
familiar melody;
1a10
•
identify examples of dynamics (the varying degree of
volume of sound) in their environment and in music;
2a11
•
identify examples of dynamics in pieces of music and
describe how the loudness and softness are achieved
(e.g., loudness results when a drum is struck with
more force);
1a11
•
identify different tempi (faster and slower speeds) in
their environment and in music;
2a12
•
identify the tempo of various pieces of music;
MD/ms D02/38 2007 06 12
- 38 -
1a12
•
reproduce specific pitches in group call and- response
activities (e.g., respond with "I am fine" to the
leader's question "How are you?").
2a10
•
reproduce specific pitches in call-and-response
activities (e.g., singing games);
1a14
•
sing music from a variety of cultures and historical
periods;
2a14
•
sing music from a variety of cultures and historical
periods (e.g., folk songs);
1a15
•
create rhythmic patterns, using a variety of sounds
(e.g., sounds made with the voice or instruments or
by clapping);
2a15
•
create rhythmic and melodic patterns (e.g., ostinati),
using a variety of sounds (e.g., vocal and
instrumental sounds);
1a17
•
sing expressively, showing awareness of the meaning
of the text;
2a18
•
sing expressively , showing an understanding of the
text;
1a19
•
accompany songs, using appropriate rhythm
instruments (e.g., tambourines), body percussion
(e.g., clapping), or "found" instruments;
2a19
•
accompany songs in an expressive way, using
appropriate rhythm instruments, body percussion, or
‘found’ instruments;
1a20
•
create and perform musical compositions, applying
their knowledge of the elements of music and
patterns of sound.
2a20
•
create and perform musical compositions, applying
their knowledge of the elements of music and
patterns of sound;
1a21
•
communicate their thoughts and feelings about the
music they hear, using language and a variety of art
forms and media (e.g., computer, paints, crayons);
2a24
•
communicate their thoughts and feelings about the
forms and media (e.g., create a dance, dramatize a
song);
1a24
•
recognize that mood can be created through music
(e.g., in "Lullaby" by Brahms, in "Dance of the Sugar
Plum Fairy" by Tchaikovsky).
2a25
•
recognize that mood can be created through music
(e.g., in a work such as Carnival of the Animals by
Saint-Saëns);
MD/ms D02/39 2007 06 12
- 39 -
Music
1a5
•
identify correctly specific sounds heard in their
classroom environment (e.g., sound of a door closing,
chalk squeaking);
2a2
•
recognize a variety of sound sources and use some in
performing and creating music;
1a13
•
express their responses to various kinds of music
(e.g., fast, slow, loud, soft) by means of appropriate
movements (e.g., marching, dancing);
2a13
•
identify the four families of orchestral instruments
(strings, woodwinds, brass, percussion).
1a16
•
produce a specific effect (e.g., the sound of wind,
sounds of farm animals), using various sound sources
(e.g., the voice, the body, musical instruments,
"found" materials such as sticks or combs);
2a16
•
create simple patterned movement to familiar music,
using their knowledge of beat and rhythm;
1a19
•
accompany songs, using appropriate rhythm
instruments (e.g., tambourines), body percussion
(e.g., clapping), or "found" instruments;
2a17
•
sing simple, familiar songs in tune in unison;
1a18
•
create simple accompaniments and sound effects to
songs, poems, and chants, using the voice,
instruments, or "found" materials;
2a21
•
create short songs and instrumental pieces, using a
variety of sound sources;
1a22
•
identify ways in which music is a part of their daily
life (e.g., music is used in the media, in family
celebrations);
2a22
•
produce a specific effect (e.g., create a soundscape
as background for a story or poem), using various
sound sources (e.g., the voice, the body,
instruments).
1a23
•
describe their responses to music that they sing and
hear, using appropriate vocabulary or musical
terminology (e.g., "I like this music because it is fast
and it makes me want to dance");
2a23
•
express their response to music from a variety of
cultures and historical periods (e.g., "Largo al
factotum della città" from The Barber of Seville by
Rossini, "Lunatic Menu" by Ippu Do);
2a26
•
explain, using basic musical terminology, their
preference for specific songs or pieces of music;
2a27
•
recognize and explain the effects of different musical
choices (e.g., slow music that is loud can be dramatic
or ceremonial whereas slow music that is soft can
suggest thoughtfulness).
MD/ms D02/40 2007 06 12
- 40 -
Visual Arts
1a25
•
produce two- and three-dimensional works of art that
communicate ideas (thoughts, feelings, experiences)
for specific purposes;
2a28
•
produce two- and three-dimensional works of art that
communicate ideas (thoughts, feelings, experiences)
for specific purposes and to familiar audiences;
1a26
•
use the elements of design (colour, line, shape, form,
space, texture), in ways appropriate for this grade,
when producing and responding to works of art;
2a29
•
use the elements of design (colour, line, shape, form,
1a27
•
describe how the ideas in a variety of art works relate
to their own knowledge and experience;
2a30
•
describe how the ideas in a variety of art works relate
to their own knowledge and experience and to other
works they have studied;
1a28
•
use correctly vocabulary and art terminology
grade.
2a31
•
use correctly vocabulary and art terminology
grade.
1a31
•
describe different kinds of lines (e.g., jagged, broken,
straight, curved);
2a34
•
identify types of lines in art works and in the
environment (e.g., horizontal, vertical, diagonal);
1a34
•
describe the texture of various familiar objects (e.g.,
rough, smooth, slippery, wet), using vocabulary and
terminology appropriate for this grade;
2a36
•
identify and describe a variety of textures (e.g.,
rough: tree bark; smooth: plastics; ridged: corduroy
fabrics);
1a35
•
identify the elements of design in familiar
environments (e.g., the colours in the classroom; the
shapes used in wallpaper samples; the forms found in
a piano, rectangles, columns);
2a37
•
identify the elements of design in a variety of familiar
objects (e.g., colour in clothing, symmetrical forms in
buildings) and in works of art;
1a36
•
identify a variety of art tools, materials, and
techniques, and demonstrate understanding of their
proper and safe use (e.g., brushes, sponges, fingers,
sticks for painting; modelling clay for making
sculptures; oil pastels, crayons, markers, pencil
crayons for drawing).
2a38
•
describe different ways in which a variety of art
materials, tools, and techniques can be used (e.g.,
construction paper can be fringed with scissors, used
as a background for paintings, cut into shapes to
make pictures), and demonstrate understanding of
their safe and proper use.
MD/ms D02/41 2007 06 12
- 41 -
1a37
•
make artistic choices in their work, using at least one
of the elements of design specified for this grade
(e.g., create a three-dimensional work, using "found"
materials to create specific textures);
2a39
•
make artistic choices in their work, using at least two
of the elements of design specified for this grade for a
specific purpose (e.g., sharp, jagged lines to depict a
bulldozer tearing up trees);
1a38
•
produce two- and three-dimensional works of art
(i.e., works involving media and techniques used in
drawing, painting, sculpting, printmaking) that
communicate thoughts and feelings (e.g., paint a
picture about a class trip);
2a40
•
produce two- and three-dimensional works of art
(i.e., works involving media and techniques used in
drawing, painting, sculpting, printmaking) that
communicate their thoughts and feelings on familiar
topics (e.g., using pencil crayons, make a drawing of
a tree after observing real trees and trees in works by
Emily Carr, Tom Thomson, and Vincent van Gogh);
1a40
•
identify strengths and areas for improvement in their
own and others' art works (e.g., "I like the way I
painted the dog. Next time I will use smaller brushes
so I can make the fur look real").
2a42
•
identify strengths and areas for improvement in their
own and others' art work, and explain their choice
(e.g., "I did a good job of cutting out the circles. Next
time I will choose a background colour that makes
the circles stand out more").
1a41
•
describe the subject matter in both their own and
others' art work (e.g., La Orana Maria by Paul
Gauguin and Kettle of Soap by Joseph-Charles
Franchère, which depict people engaged in everyday
activities);
2a43
•
describe the subject matter of a variety of art works
from various cultures and periods and in various
styles (e.g., Child and Dog by Alex Colville and The
Sleeping Gypsy by Henri Rousseau, which depict
animals);
1a42
•
describe, using appropriate vocabulary, how artists
use the elements of design to communicate
information and create a particular mood (e.g., the
use of the bright primary colours red and yellow to
suggest happiness);
2a44
•
describe, using appropriate vocabulary, how artists
use the elements of design to create a specific effect
(e.g., diagonal lines to suggest movement);
1a43
•
express a response to an art work that clearly
communicates how the ideas, information, and
feelings relate to their own experiences (e.g., a
response in which they note that the artist's
representation of a boy playing with a dog relates to
the stories they have been reading about pets).
2a45
•
describe the relationship between an art work and
their own experiences (e.g., explain how the images
used by an artist to represent winter are similar to or
different from images that they would use to depict
their own experiences of winter).
MD/ms D02/42 2007 06 12
- 42 -
Visual Arts
1a29
•
recognize and name the primary colours of pigment
(red, blue, yellow);
2a32
•
recognize and name the secondary colours of pigment
(purple, orange, green);
1a30
•
identify the value of a colour (i.e., distinguish
between lighter and darker tones of a colour);
2a33
•
describe how the secondary colours can be created by
mixing the primary colours (e.g., blue and yellow
make green);
1a32
•
identify the horizon line;
2a35
•
identify the characteristics of symmetrical shapes and
forms (e.g., show that all sides of square objects are
the same in length);
1a33
•
distinguish between geometric and organic shapes
and forms;
2a41
•
identify, in a plan, their specific choices of subject
matter and tools, materials, and techniques (e.g., a
plan to make a picture of their family in which they
will use paint and fabric);
1a39
•
identify, in a plan, the subject matter and the tools
and materials they will use to produce an art work;
2a4
•
identify and perform music from various cultures and
historical periods;
MD/ms D02/43 2007 06 12
- 43 -
Drama Dance
1a44
•
demonstrate an understanding of some basic
elements of drama and dance (e.g., character,
rhythm);
2a46
•
describe some of the basic elements of drama and
dance (e.g., time, space);
1a45
•
interpret the meaning of stories, poems, and other
material drawn from a variety of sources and
cultures, using some basic drama and dance
techniques (e.g., role playing, movement sequences);
2a47
•
interpret the meaning of stories, poems, and other
material drawn from a variety of sources and
cultures, using several basic drama and dance
techniques (e.g., tableaux);
1a46
•
create short dance pieces, using techniques learned
in this grade;
2a48
•
create short dance pieces, using techniques learned
in this grade;
1a47
•
communicate understanding of works in drama and
dance through discussion, movement, and visual art
work;
2a49
•
communicate understanding of works in drama and
dance through discussion, writing, movement, and
visual art work;
1a48
•
solve problems in everyday situations through role
playing and movement in drama and dance.
2a50
•
solve problems in various situations through role
1a50
•
ident6ify and correctly use drama and dance
vocabulary (e.g., in role, out of role, position,
direction);
2a52
•
use the vocabulary, tone of voice, and body
movements appropriate for a specific character when
role playing;
1a56
•
demonstrate control of their bodies when moving like
different objects and animals (e.g., a clock ticking, a
cat stretching);
2a60
•
demonstrate the ability to move and control their
bodies in space and time (e.g., by creating tableaux
in small groups);
1a58
•
describe ways in which the experiences of characters
in simple performances relate to their own
experiences;
2a64
•
compare what they experience through drama and
dance presentations with their experience of daily
life;
MD/ms D02/44 2007 06 12
- 44 -
Drama Dance
1a49
•
identify ways in which the voice and body can be used
to convey thoughts and feelings when role playing
(e.g., changing tone of voice and volume; changing
speed or rhythm of movement);
2a51
•
identify and use some key elements of drama and
dance in exploring source materials (e.g., move at
different speeds and different levels to music or to the
words of a poem);
1a51
•
identify the meaning of symbols used in their dramatic
exploration of stories and poems (e.g., the “circle of
friendship”);
2a53
•
write in role as characters in a story, using the
vocabulary and portraying the attitudes of the
characters;
1a52
•
describe some basic ways in which the body can be
used in space and time (e.,g., freezing in position to
look like a statue);
2a55
•
identify and describe symbols that are relevant to the
meaning of stories and poems (e.g., the heart as a
symbol of love);
1a53
•
demonstrate their knowledge of the movements of
natural objects and materials (e.g., trees, flowers,
water), using their voice and/or body.
2a56
•
distinguish between real and imaginary situations in
drama and dance;
1a54
•
communicate their responses to a variety of stimuli
(e.g., nursery rhymes, poetry, stories, picture books)
by using elements of drama and dance (e.g., chanting
in a group, movement);
2a57
•
recognize and demonstrate movement sequences used
by specific characters or found in their natural
surroundings (e.g., the sequence of movements of a
knight donning armour; the sequence of movements
of a butterfly emerging from a cocoon);
1a55
•
use the vocabulary and body movements of a
particular character when role playing;
2a58
•
identify parts of the body and describe the variety of
movements that can be done by each of them.
1a56
•
demonstrate control of their bodies when moving like
different objects and animals (e.g., a clock ticking, a
cat stretching);
2a59
•
speak in role as characters in a story, assuming the
attitude and gestures of the people they are playing
(e.g., as a courtier, bow to the king and use
appropriate language when speaking to him);
1a57
•
create dance phrases, showing the beginning and the
end of their work in appropriate ways.
2a61
•
use language and non-verbal means of communication
effectively for a variety of purposes both in and out of
role (e.g., explain why a character in a story or drama
should not leave home);
MD/ms D02/45 2007 06 12
- 45 -
1a58
•
describe ways in which the experiences of characters
in simple performances relate to their own
experiences;
2a62
•
perform a "soundscape" or sound collage based on a
theme or topic studied in another area of the
curriculum (e.g., portray wind and moving water
studied in science);
1a59
•
identify themes and subjects used in works of drama
and dance;
2a63
•
interpret songs, music, poetry, or images, using
elements of movement (e.g., rhythm, space).
1a60
•
demonstrate an understanding of different points of
view (e.g., by playing the role of different characters,
and identifying and solving problems they face);
1a61
•
identify ways in which role playing and movement are
part of their daily experience (e.g., changing tone of
voice or speed of walking to express a mood).
MD/ms D02/46 2007 06 12
- 46 -
MD/ms D03/47 2007 06 12
- 47 -
Mathematics
Similar overall and specific expectations for Grades Two and Three that may be taught SIMULTANEOUSLY
Description of the expectation for Grade Three
Overall
2m8
•
read, represent, compare, and order whole numbers
to 50, and use concrete materials to investigate
fractions and money amounts to 100¢;
3m8
•
read, represent, compare, and order whole numbers
to 1000, and use concrete materials to represent
fractions and money amounts to $10;
2m9
•
demonstrate an understanding of magnitude by
counting forward to 200 and backwards from 50,
using multiples of various numbers as starting points;
3m9
•
demonstrate an understanding of magnitude by
counting forward and backwards by various numbers
and from various starting points;
2m10
•
of one-and two-digit whole numbers, using a variety
of strategies, and investigate multiplication and
division.
3m10
•
of single- and multi-digit whole numbers, using a
variety of strategies, and demonstrate an
understanding of multiplication and division.
Specific
2m11
•
represent, compare, and order whole numbers to
100, including money amounts to 100¢, using a
variety of tools (e.g., ten frames, base ten materials,
coin manipulatives, number lines, hundreds charts
and hundreds carpets);
Specific
3m11
•
represent, compare, and order whole numbers to
1000, using a variety of tools (e.g., base ten
materials or drawings of them, number lines with
increments of 100 or other appropriate amounts);
2m12
•
read and print in words whole numbers to twenty,
using meaningful contexts (e.g., storybooks, posters,
signs);
3m12
•
read and print in words whole numbers to one
hundred, using meaningful contexts (e.g., books,
speed limit signs);
2m13
•
compose and decompose two-digit numbers in a
variety of ways, using concrete materials (e.g., place
42 counters on ten frames to show 4 tens and 2
ones; compose 37¢ using one quarter, one dime, and
two pennies) (Sample problem: Use base ten blocks
to show 60 in different ways.);
3m13
•
identify and represent the value of a digit in a
number according to its position in the number (e.g.,
use base ten materials to show that the 3 in 324
represents 3 hundreds);
2m14
•
determine, using concrete materials, the ten that is
nearest to a given two-digit number, and justify the
answer (e.g., use counters on ten frames to
determine that 47 is closer to 50 than to 40);
3m14
•
compose and decompose three-digit numbers into
hundreds, tens, and ones in a variety of ways, using
concrete materials (e.g., use base ten materials to
decompose 327 into 3 hundreds, 2 tens, and 7 ones,
or into 2 hundreds, 12 tens, and 7 ones);
MD/ms D03/48 2007 06 12
- 48 -
2m15
•
determine, through investigation using concrete
materials, the relationship between the number of
fractional parts of a whole and the size of the
fractional parts (e.g., a paper plate divided into
fourths has larger parts than a paper plate divided
into eighths) (Sample problem: Use paper squares to
show which is bigger, one half of a square or one
fourth of a square.);
3m15
•
round two-digit numbers to the nearest ten, in
problems arising from real-life situations;
2m16
•
regroup fractional parts into wholes, using concrete
materials (e.g., combine nine fourths to form two
wholes and one fourth);
3m17
•
divide whole objects and sets of objects into equal
parts, and identify the parts using fractional names
(e.g., one half; three thirds; two fourths or two
quarters), without using numbers in standard
fractional notation;
2m17
•
compare fractions using concrete materials, without
using standard fractional notation (e.g., use fraction
pieces to show that three fourths are bigger than one
half, but smaller than one whole);
3m18
•
represent and describe the relationships between
coins and bills up to $10 (e.g., “There are eight
quarters in a toonie and ten dimes in a loonie.”);
2m18
•
estimate, count, and represent (using the ¢ symbol)
the value of a collection of coins with a maximum
value of one dollar.
3m19
•
estimate, count, and represent (using the $ symbol)
the value of a collection of coins and bills with a
maximum value of $10;
2m19
•
count forward by 1’s, 2’s, 5’s, 10’s, and 25’s to 200,
using number lines and hundreds charts, starting
from multiples of 1, 2, 5, and 10 (e.g., count by 5’s
from 15; count by 25’s from 125);
3m21
•
count forward by 1’s, 2’s, 5’s, 10’s, and 100’s to 1000
from various starting points, and by 25’s to 1000
starting from multiples of 25, using a variety of tools
and strategies (e.g., skip count with and without the
aid of a calculator; skip count by 10’s using dimes);
2m20
•
count backwards by 1’s from 50 and any number less
than 50, and count backwards by 10’s from 100 and
any number less than 100, using number lines and
hundreds charts (Sample problem: Count backwards
from 87 on a hundreds carpet, and describe any
patterns you see.);
3m22
•
count backwards by 2’s, 5’s, and 10’s from 100 using
multiples of 2, 5, and 10 as starting points, and count
backwards by 100’s from 1000 and any number less
than 1000, using a variety of tools (e.g., number
lines, calculators, coins) and strategies.
2m21
•
locate whole numbers to 100 on a number line and on
3m23
MD/ms D03/49 2007 06 12
- 49 -
of two-digit numbers, using a variety of mental
strategies (e.g., to add 37 + 26, add the tens, add
the ones, then combine the tens and ones, like this:
30 + 20 = 50, 7 + 6 = 13, 50 + 13 = 63);
2m22
•
of whole numbers to 18, using a variety of mental
strategies (e.g.,“To add 6 + 8, I could double 6 and
get 12 and then add 2 more to get 14.”);
3m26
•
add and subtract money amounts, using a variety of
tools (e.g., currency manipulatives, drawings), to
make simulated purchases and change for amounts
up to $10 (Sample problem: You spent 5 dollars and
75 cents on one item and 10 cents on another item.
How much did you spend in total?);
2m23
•
describe relationships between quantities by using
whole-number addition and subtraction (e.g.,“If you
ate 7 grapes and I ate 12 grapes, I can say that I ate
5 more grapes than you did, or you ate 5 fewer
grapes than I did.”);
3m27
•
relate multiplication of one-digit numbers and division
by one-digit divisors to real life situations, using a
variety of tools and strategies (e.g., place objects in
equal groups, use arrays, write repeated addition or
subtraction sentences) (Sample problem: Give a
real-life example of when you might need to know
that 3 groups of 2 is 3 x 2.);
2m24
•
represent and explain, through investigation using
concrete materials and drawings, multiplication as the
combining of equal groups (e.g., use counters to
show that 3 groups of 2 is equal to 2 + 2 + 2 and to
3 x 2);
2m25
•
represent and explain, through investigation using
concrete materials and drawings, division as the
sharing of a quantity equally (e.g.,“I can share 12
carrot sticks equally among 4 friends by giving each
person 3 carrot sticks.”);
2m27
•
add and subtract money amounts to 100¢, using a
variety of tools (e.g., concrete materials, drawings)
and strategies (e.g., counting on, estimating,
representing using symbols).
MD/ms D03/50 2007 06 12
- 50 -
Similar overall and specific expectations for Grades Two and Three that may be taught SEPARATELY
MD/ms D03/51 2007 06 12
3m16
•
represent and explain, using concrete materials, the
relationship among the numbers 1, 10, 100, and
1000, (e.g., use base ten materials to represent the
relationship between a decade and a century, or a
century and a millennium);
3m20
•
solve problems that arise from real-life situations and
that relate to the magnitude of whole numbers up to
1000 (Sample problem: Do you know anyone who
has lived for close to 1000 days? Explain your
reasoning.).
3m28
•
multiply to 7 x 7 and divide to 49 ÷ 7, using a variety
of mental strategies (e.g., doubles, doubles plus
another set, skip counting).
- 51 -
Measurement
Overall
2m28
•
estimate, measure, and record length, perimeter,
non-standard units and standard units;
3m29
•
standard units;
2m31
•
estimate and measure length, height, and distance,
using standard units (i.e., centimetre, metre) and
non-standard units;
3m31
•
estimate, measure, and record length, height, and
distance, using standard units (i.e., centimetre,
metre, kilometre) (Sample problem: While walking
with your class, stop when you think you have
travelled one kilometre.);
2m37
•
tell and write time to the quarter-hour, using
demonstration digital and analogue clocks (e.g.,“My
clock shows the time recess will start [10:00], and
my friend’s clock shows the time recess will end
[10:15].”);
3m44
•
describe, through investigation using grid paper, the
relationship between the size of a unit of area and the
number of units needed to cover a surface (Sample
problem: What is the difference between the numbers
of squares needed to cover the front of a book, using
centimetre grid paper and using two-centimetre grid
paper?);
2m40
•
use a standard thermometer to determine whether
temperature is rising or falling (e.g., the temperature
of water, air).
Overall
3m30
•
compare, describe, and order objects, using attributes
measured in standard units.
2m29
•
measured in non-standard units and standard units.
3m36
•
estimate, measure, and record the perimeter of twodimensional shapes, through investigation using
standard units (Sample problem: Estimate,
measure, and record the perimeter of your
notebook.);
2m34
•
select and justify the choice of a standard unit (i.e.,
that the two teams would race the same distance, so
I used paces.”);
3m37
•
estimate, measure (i.e., using centimetre grid paper,
arrays), and record area (e.g., if a row of 10
connecting cubes is approximately the width of a
book, skip counting down the cover of the book with
the row of cubes [i.e., counting 10, 20, 30, ...] is one
way to determine the area of the book cover);
MD/ms D03/52 2007 06 12
- 52 -
2m35
•
estimate, measure, and record area, through
investigation using a variety of non-standard units
(e.g., determine the number of yellow pattern blocks
it takes to cover an outlined shape) (Sample problem:
Cover your desk with index cards in more than one
way. See if the number of index cards needed stays
the same each time.);
3m39
•
estimate, measure, and record the mass of objects
(e.g., can of apple juice, bag of oranges, bag of
sand), using the standard unit of the kilogram or
parts of a kilogram (e.g., half, quarter);
2m36
•
estimate, measure, and record the distance around
objects, using non-standard units (Sample problem:
Measure around several different doll beds using
string, to see which bed is the longest around.);
3m44
•
describe, through investigation using grid paper, the
relationship between the size of a unit of area and the
number of units needed to cover a surface (Sample
problem: What is the difference between the numbers
of squares needed to cover the front of a book, using
centimetre grid paper and using two-centimetre grid
paper?);
2m41
•
describe, through investigation, the relationship
between the size of a unit of area and the number of
units needed to cover a surface (Sample problem:
Compare the numbers of hexagon pattern blocks and
triangle pattern blocks needed to cover the same
book.);
3m45
•
compare and order a collection of objects, using
standard units of mass (i.e., kilogram) and/or
capacity (i.e., litre);
2m42
•
compare and order a collection of objects by mass
and/or capacity, using non-standard units (e.g.,“The
coffee can holds more sand than the soup can, but
the same amount as the small pail.”);
3m46
•
solve problems involving the relationships between
minutes and hours, hours and days, days and weeks,
and weeks and years, using a variety of tools (e.g.,
clocks, calendars, calculators).
2m43
•
determine, through investigation, the relationship
between days and weeks and between months and
years.
MD/ms D03/53 2007 06 12
- 53 -
Measurement
2m30
•
choose benchmarks – in this case, personal referents
– for a centimetre and a metre (e.g.,“My little finger
is about as wide as one centimetre. A really big step
is about one metre.”) to help them perform
measurement tasks;
Overall
3m29
•
standard units;
2m32
•
record and represent measurements of length,
height, and distance in a variety of ways (e.g.,
written, pictorial, concrete) (Sample problem:
Investigate how the steepness of a ramp affects the
distance an object travels. Use cash-register tape for
recording distances.);
3m32
•
draw items using a ruler, given specific lengths in
centimetres (Sample problem: Draw a pencil that is 5
cm long);
2m33
•
I used paces.”);
3m35
•
identify benchmarks for freezing, cold, cool, warm,
hot, and boiling temperatures as they relate to water
and for cold, cool, warm, and hot temperatures as
they relate to air (e.g.,water freezes at 0/C; the air
temperature on a warm day is about 20/C, but water
at 20/C feels cool);
2m38
•
construct tools for measuring time intervals in nonstandard units (e.g., a particular bottle of water takes
about five seconds to empty);
3m38
•
choose benchmarks for a kilogram and a litre to help
them perform measurement tasks;
2m39
•
describe how changes in temperature affect everyday
experiences (e.g., the choice of clothing to wear);
Overall
3m30
•
measured in standard units.
3m41
•
compare standard units of length (i.e., centimetre,
metre, kilometre) (e.g., centimetres are smaller than
metres), and select and justify the most appropriate
standard unit to measure length;
3m42
•
compare and order objects on the basis of linear
measurements in centimetres and/or metres (e.g.,
compare a 3 cm object with a 5 cm object; compare a
50 cm object with a 1 m object) in problem-solving
contexts;
MD/ms D03/54 2007 06 12
- 54 -
3m43
MD/ms D03/55 2007 06 12
- 55 -
•
compare and order various shapes by area, using
congruent shapes (e.g., from a set of pattern blocks
or Power Polygons) and grid paper for measuring
(Sample problem: Does the order of the shapes
change when you change the size of the pattern
blocks you measure with?);
Geometry
2m44
•
identify two-dimensional shapes and threedimensional figures and sort and classify them by
their geometric properties;
3m47
•
compare two-dimensional shapes and threedimensional figures and sort them by their geometric
properties;
2m46
•
describe and represent the relative locations of
objects, and represent objects on a map.
3m51
•
identify and compare various polygons (i.e., triangles,
quadrilaterals, pentagons, hexagons, heptagons,
octagons) and sort them by their geometric
properties (i.e., number of sides; side lengths;
number of interior angles; number of right angles);
2m49
•
identify and describe various three dimensional
figures (i.e., cubes, prisms, pyramids) and sort and
classify them by their geometric properties (i.e.,
number and shape of faces), using concrete materials
(e.g.,“I separated the figures that have square faces
from the ones that don’t.”);
3m53
•
compare and sort prisms and pyramids by geometric
properties (i.e., number and shape of faces, number
of edges, number of vertices), using concrete
materials;
2m50
•
create models and skeletons of prisms and pyramids,
using concrete materials (e.g., cardboard; straws and
modelling clay), and describe their geometric
of edges);
3m54
•
construct rectangular prisms (e.g., using given paper
nets; using Polydrons), and describe geometric
of edges, number of vertices) of the prisms.
2m56
•
describe the relative locations (e.g., beside, two steps
to the right of ) and the movements of objects on a
map (e.g.,“The path shows that he walked around the
desk, down the aisle, and over to the window.”);
3m60
•
describe movement from one location to another
using a grid map (e.g., to get from the swings to the
sandbox, move three squares to the right and two
squares down);
2m58
•
create and describe symmetrical designs using a
variety of tools (e.g., pattern blocks, tangrams, paper
and pencil).
3m62
•
complete and describe designs and pictures of images
that have a vertical, horizontal, or diagonal line of
symmetry (Sample problem: Draw the missing
portion of the given butterfly on grid paper.).
MD/ms D03/56 2007 06 12
- 56 -
Geometry
2m33
•
I used paces.”);
Overall
3m47
•
compare two-dimensional shapes and threedimensional figures and sort them by their geometric
properties;
2m47
•
distinguish between the attributes of an object that
are geometric properties (e.g., number of sides,
number of faces) and the attributes that are not
geometric properties (e.g., colour, size, texture),
using a variety of tools (e.g., attribute blocks,
geometric solids, connecting cubes);
3m50
•
use a reference tool (e.g., paper corner, pattern
block, carpenter’s square) to identify right angles and
to describe angles as greater than, equal to, or less
than a right angle (Sample problem: Which pattern
blocks have angles bigger than a right angle?);
2m51
•
locate the line of symmetry in a two dimensional
shape (e.g., by paper folding; by using a Mira).
3m52
•
compare various angles, using concrete materials and
pictorial representations, and describe angles as
bigger than, smaller than, or about the same as other
angles (e.g., “Two of the angles on the red pattern
block are bigger than all the angles on the green
pattern block.”);
2m52
•
compose and describe pictures, designs, and
patterns by combining two-dimensional shapes
(e.g.,“I made a picture of a flower from one hexagon
and six equilateral triangles.”);
Overall
3m48
•
describe relationships between two-dimensional
shapes, and between two-dimensional shapes and
three-dimensional figures;
2m53
•
compose and decompose two-dimensional shapes
(Sample problem: Use Power Polygons to show if you
can compose a rectangle from two triangles of
different sizes.);
3m55
•
solve problems requiring the greatest or least number
of two-dimensional shapes (e.g., pattern blocks)
needed to compose a larger shape in a variety of
ways (e.g., to cover an outline puzzle) (Sample
problem: Compose a hexagon using different
numbers of smaller shapes.);
2m57
•
draw simple maps of familiar settings, and describe
the relative locations of objects on the maps (Sample
problem: Draw a map of the classroom, showing the
locations of the different pieces of furniture.);
3m56
•
explain the relationships between different types of
quadrilaterals (e.g., a square is a rectangle because a
square has four sides and four right angles; a
rhombus is a parallelogram because opposite sides of
a rhombus are parallel);
MD/ms D03/57 2007 06 12
- 57 -
MD/ms D03/58 2007 06 12
3m57
•
identify and describe the two-dimensional shapes that
can be found in a three dimensional figure (Sample
problem: Build a structure from blocks, toothpicks, or
other concrete materials, and describe it using
geometric terms, so that your partner will be able to
build your structure without seeing it.);
3m58
•
describe and name prisms and pyramids by the shape
of their base (e.g., rectangular prism, square-based
pyramid);
3m59
•
identify congruent two-dimensional shapes by
manipulating and matching concrete materials (e.g.,
by translating, reflecting, or rotating pattern blocks).
Overall
3m49
•
identify and describe the locations and movements of
shapes and objects.
3m61
•
identify flips, slides, and turns, through investigation
using concrete materials and physical motion, and
name flips, slides, and turns as reflections,
translations, and rotations (e.g., a slide to the right is
a translation; a turn is a rotation);
- 58 -
Overall
2m59
•
identify, describe, extend, and create repeating
patterns, growing patterns, and shrinking patterns;
Overall
3m63
•
describe, extend, and create a variety of numeric
patterns and geometric patterns;
2m62
•
identify, describe, and create, through investigation,
growing patterns and shrinking patterns involving
addition and subtraction, with and without the use of
calculators (e.g., 3 + 1 = 4, 3 + 2 = 5,
3 + 3 = 6, …);
3m65
•
identify, extend, and create a repeating pattern
involving two attributes (e.g., size, colour,
orientation, number), using a variety of tools (e.g.,
pattern blocks, attribute blocks, drawings) (Sample
problem: Create a repeating pattern using three
colours and two shapes.);
2m65
•
create growing or shrinking patterns (Sample
problem: Create a shrinking pattern using cut-outs
of pennies and/or nickels, starting with 20 cents.);
3m66
•
identify and describe, through investigation, number
patterns involving addition, subtraction, and
multiplication, represented on a number line, on a
calendar, and on a hundreds chart (e.g., the multiples
of 9 appear diagonally in a hundreds chart);
2m66
•
create a repeating pattern by combining two
attributes (e.g., colour and shape; colour and size)
(Sample problem: Use attribute blocks to make a
train that shows a repeating pattern involving two
attributes.);
3m67
•
extend repeating, growing, and shrinking number
patterns (Sample problem: Write the next three
terms in the pattern 4, 8, 12, 16, ….);
2m67
•
demonstrate, through investigation, an understanding
that a pattern results from repeating an operation
(e.g., addition, subtraction) or making a repeated
change to an attribute (e.g., colour, orientation).
3m70
•
that a pattern results from repeating an action (e.g.,
clapping, taking a step forward every second),
repeating an operation (e.g., addition, subtraction),
using a transformation (e.g., slide, flip, turn), or
making some other repeated change to an attribute
(e.g., colour, orientation).
2m70
•
determine the missing number in equations involving
addition and subtraction to 18, using a variety of
tools and strategies (e.g., modelling with concrete
materials, using guess and check with and without
the aid of a calculator) (Sample problem: Use
counters to determine the missing number in the
equation 6 + 7 = ~ + 5.);
Overall
3m64
•
demonstrate an understanding of equality between
pairs of expressions, using addition and subtraction of
one- and two-digit numbers.
MD/ms D03/59 2007 06 12
- 59 -
2m71
•
identify, through investigation, and use the
commutative property of addition (e.g., create a train
of 10 cubes by joining 4 red cubes to 6 blue cubes, or
by joining 6 blue cubes to 4 red cubes) to facilitate
computation with whole numbers (e.g., “I know that
9 + 8 + 1 = 9 + 1 + 8. Adding becomes easier
because that gives 10 + 8 = 18.”);
3m72
•
determine, the missing number in equations involving
addition and subtraction of one- and two-digit
numbers, using a variety of tools and strategies (e.g.,
modelling with concrete materials, using guess and
check with and without the aid of a calculator)
(Sample problem: What is the missing number in the
equation 25 – 4 = 15 +Q?);
2m72
•
identify, through investigation, the properties of zero
in addition and subtraction (i.e., when you add zero
to a number, the number does not change; when you
subtract zero from a number, the number does not
change).
3m73
•
identify, through investigation, the properties of zero
and one in multiplication (i.e., any number multiplied
by zero equals zero; any number multiplied by 1
equals the original number) (Sample problem: Use
tiles to create arrays that represent 3 x 3, 3 x 2, 3 x
1, and 3 x 0. Explain what you think will happen when
you multiply any number by 1, and when you multiply
any number by 0.);
3m74
•
identify, through investigation, and use the
associative property of addition to facilitate
computation with whole numbers (e.g., “I know that
17 + 16 equals 17 + 3 + 13. This is easier to add in
my head because I get 20 + 13 = 33.”).
MD/ms D03/60 2007 06 12
- 60 -
2m61
•
identify and describe, through investigation, growing
patterns and shrinking patterns generated by the
repeated addition or subtraction of 1’s, 2’s, 5’s, 10’s,
and 25’s on a number line and on a hundreds chart
(e.g., the numbers 90, 80, 70, 60, 50, 40, 30, 20, 10
are in a straight line on a hundreds chart);
Overall
3m63
•
describe, extend, and create a variety of numeric
patterns and geometric patterns;
2m63
•
identify repeating, growing, and shrinking patterns
found in real-life contexts (e.g., a geometric pattern
on wallpaper, a rhythm pattern in music, a number
pattern when counting dimes);
3m68
•
create a number pattern involving addition or
subtraction, given a pattern represented on a number
line or a pattern rule expressed in words (Sample
problem: Make a number pattern that starts at 0 and
grows by adding 7 each time.);
2m64
•
represent a given growing or shrinking pattern in a
variety of ways (e.g., using pictures, actions, colours,
sounds, numbers, letters, number lines, bar graphs)
(Sample problem: Show the letter pattern A,AA,
AAA,AAAA, … by clapping or hopping.);
3m69
•
represent simple geometric patterns using a number
sequence, a number line, or a bar graph (e.g., the
given growing pattern of toothpick squares can be
represented numerically by the sequence 4, 7, 10, …,
which represents the number of toothpicks used to
make each figure);
Figure 1: G Figure 2: GG Figure 3: GGG
2m68
•
demonstrate an understanding of the concept of
equality by partitioning whole numbers to 18 in a
variety of ways, using concrete materials (e.g.,
starting with 9 tiles and adding 6 more tiles gives the
same result as starting with 10 tiles and adding 5
more tiles);
Overall
3m64
•
demonstrate an understanding of equality between
pairs of expressions, using addition and subtraction of
one- and two-digit numbers.
2m69
•
represent, through investigation with concrete
materials and pictures, two number expressions that
are equal, using the equal sign (e.g.,“I can break a
train of 10 cubes into 4 cubes and 6 cubes. I can also
break 10 cubes into 7 cubes and 3 cubes. This means
4 + 6 = 7 + 3.”);
3m71
•
determine, through investigation, the inverse
relationship between addition and subtraction (e.g.,
since 4 + 5 = 9, then 9 – 5 = 4;
since 16 – 9 = 7, then 7 + 9 = 16);
MD/ms D03/61 2007 06 12
- 61 -
Data Management
Overall
2m73
•
collect and organize categorical or discrete primary
data and display the data, using tally charts, concrete
graphs, pictographs, line plots, simple bar graphs,
and other graphic organizers, with labels ordered
appropriately along horizontal axes, as needed;
Overall
3m75
•
data and display the data using charts and graphs,
including vertical and horizontal bar graphs, with
labels ordered appropriately along horizontal axes, as
needed;
Specific
2m76
•
demonstrate an ability to organize objects into
categories, by sorting and classifying objects using
two attributes simultaneously (e.g., sort attribute
blocks by colour and shape at the same time);
3m78
•
demonstrate an ability to organize objects into
categories, by sorting and classifying objects using
two or more attributes simultaneously (Sample
problem: Sort a collection of buttons by size, colour,
and number of holes.);
2m77
•
gather data to answer a question, using a simple
survey with a limited number of responses (e.g.,What
is your favourite season?; How many letters are in
your first name?);
3m79
•
collect data by conducting a simple survey about
themselves, their environment, issues in their school
or community, or content from another subject;
2m78
•
collect and organize primary data (e.g., data collected
by the class) that is categorical or discrete (i.e., that
can be counted, such as the number of students
absent), and display the data using one-to-one
correspondence in concrete graphs, pictographs, line
plots, simple bar graphs, and other graphic organizers
(e.g., tally charts, diagrams), with appropriate titles
and labels and with labels ordered appropriately along
horizontal axes, as needed (Sample problem: Record
the number of times that specific words are used in a
simple rhyme or poem.).
3m80
•
data and display the data in charts, tables, and
graphs (including vertical and horizontal bar graphs),
with appropriate titles and labels and with labels
ordered appropriately along horizontal axes, as
needed, using many-to-one correspondence (e.g., in
a pictograph, one car sticker represents 3 cars; on a
bar graph, one square represents 2 students)
(Sample problem: Graph data related to the eye
colour of students in the class, using a vertical bar
graph. Why does the scale on the vertical axis include
values that are not in the set of data?).
Overall
2m74
•
read and describe primary data presented in tally
charts, concrete graphs, pictographs, line plots,
simple bar graphs, and other graphic organizers;
Overall
3m75
•
data and display the data using charts and graphs,
including vertical and horizontal bar graphs, with
labels ordered appropriately along horizontal axes, as
needed;
MD/ms D03/62 2007 06 12
- 62 -
2m79
•
read primary data presented in concrete graphs,
pictographs, line plots, simple bar graphs, and other
graphic organizers (e.g., tally charts, diagrams), and
describe the data using mathematical language
(e.g.,“Our bar graph shows that 4 more students walk
to school than take the bus.”);
3m81
•
read primary data presented in charts, tables, and
graphs (including vertical and horizontal bar graphs),
then describe the data using comparative language,
and describe the shape of the data (e.g.,“Most of the
data are at the high end.”; “All of the data values are
different.”);
2m82
•
demonstrate an understanding of data displayed in a
graph (e.g., by telling a story, by drawing a picture),
by comparing different parts of the data and by
making statements about the data as a whole (e.g.,
“I looked at the graph that shows how many students
were absent each month. More students were away in
January than in September.”).
3m83
•
demonstrate an understanding of mode (e.g.,“The
mode is the value that shows up most often on a
graph.”), and identify the mode in a set of data.
Overall
2m75
•
describe probability in everyday situations and simple
games.
Overall
3m77
•
predict and investigate the frequency of a specific
outcome in a simple probability experiment.
3m85
•
of fairness in a game and relate this to the occurrence
of equally likely outcomes.
2m84
• describe the probability that an event will occur (e.g.,
getting heads when tossing a coin, landing on red
when spinning a spinner), through investigation with
simple games and probability experiments and using
mathematical language (e.g., “I tossed 2 coins at the
same time, to see how often I would get 2 heads. I
found that getting a head and a tail was more likely
than getting 2 heads.”) (Sample problem: Describe
the probability of spinning red when you spin a
spinner that has one half shaded yellow, one fourth
shaded blue, and one fourth shaded red. Experiment
with the spinner to see if the results are what you
expected.).
MD/ms D03/63 2007 06 12
- 63 -
Data Management
2m74
•
distinguish between numbers that represent
data values (e.g.,“I have 4 people in my
family.”) and numbers that represent the
frequency of an event (e.g.,“There are 10
children in my class who have 4 people in their
family.”);
Overall
3m76
•
read, describe, and interpret primary data presented
in charts and graphs, including vertical and horizontal
bar graphs;
2m80
•
pose and answer questions about class
generated data in concrete graphs, pictographs,
line plots, simple bar graphs, and tally charts
(e.g.,Which is the least favourite season?);
3m82
•
interpret and draw conclusions from data presented
in charts, tables, and graphs;
2m81
• distinguish between numbers that represent
data values (e.g.,“I have 4 people in my
family.”) and numbers that represent the
frequency of an event (e.g.,“There are 10
children in my class who have 4 people in their
family.”);
Overall
3m77
•
predict and investigate the frequency of a specific
outcome in a simple probability experiment.
2m83
• describe probability as a measure of the
likelihood that an event will occur, using
mathematical language (i.e., impossible,
unlikely, less likely, equally likely, more likely,
certain) (e.g.,“If I take a new shoe out of a box
without looking, it’s equally likely that I will pick
the left shoe or the right shoe.”);
3m84
•
predict the frequency of an outcome in a simple
probability experiment or game (e.g.,“I predict that
an even number will come up 5 times and an odd
number will come up 5 times when I roll a number
cube 10 times.”), then perform the experiment, and
compare the results with the predictions, using
mathematical language;
2m84
describe the probability that an event will occur
(e.g., getting heads when tossing a coin, landing on
red when spinning a spinner), through investigation
with simple games and probability experiments and
using mathematical language (e.g., “I tossed 2
coins at the same time, to see how often I would
get 2 heads. I found that getting a head and a tail
was more likely than getting 2 heads.”) (Sample
problem: Describe the probability of spinning red
when you spin a spinner that has one half shaded
yellow, one fourth shaded blue, and one fourth
shaded red. Experiment with the spinner to see if
the results are what you expected.).
3m85
•
of fairness in a game and relate this to the occurrence
of equally likely outcomes.
MD/ms D03/64 2007 06 12
- 64 -
Language
Oral
Overall
2i1
•
listen and respond to simple spoken texts and
media works
Overall
3i1
(ORAL)
•
listen and respond to a variety of simple spoken
texts and media works
Specific
2i3
-
follow instructions to perform a sequence of tasks
Specific
3i3
-
follow detailed instructions to perform a task
2i4
-
demonstrate an understanding of short spoken
texts and media works (e.g. by identifying words
and expressions, retelling the story, identifying the
main topic, predicting outcomes)
3i4
-
demonstrate an understanding of short spoken texts
and media works (e.g. by completing cloze
exercises, identifying main ideas and some
supporting details, predicting outcomes, drawing
conclusions)
2i6
-
recognize and interpret visual and verbal cues to aid
in understanding what they hear
3i6
-
recognize and interpret visual and verbal cues to aid
in understanding what they hear
Overall
2i2
•
talk about familiar topics, using simple vocabulary
and expressions
Overall
3i2
(ORAL)
•
express ideas, feelings and opinions on a variety of
familiar topics using correct pronunciation and
appropriate intonation
2i9
–
use visual and verbal cues (e.g., gestures, facial
expressions, tone of voice) to communicate needs
and convey meaning;
3i9
–
use visual and verbal cues (e.g., gestures, facial
expressions, tone of voice) to communicate
information;
2i10
–
use simple vocabulary and language structures to
communicate needs and express feelings;
3i10
–
use simple and some compound sentences to
express feelings, opinions, and ideas;
2i11
–
retell stories and recount personal experiences,
presenting events in a coherent sequence;
3i11
–
retell stories, demonstrating an understanding of
basic story structure;
2i12
–
give a short presentation (e.g., a dialogue, a
description) on a familiar topic, following a model.
3i13
–
give short presentations on a variety of topics.
2i13
–
recognize and use appropriate language structures
in oral communication activities;
3i14
oral communication activities;
MD/ms D03/65 2007 06 12
- 65 -
2i14
–
demonstrate an understanding of short spoken
texts and media works (e.g., stories, songs,
audiotapes, videos) (e.g., by identifying words and
expressions, retelling the story, identifying the main
topic, predicting outcomes);
3i15
– use correct pronunciation and appropriate intonation
in familiar contexts;
2i15
–
use linking words such as et, ou, puis, and mais to
connect ideas in speech;
3i16
– use linking words such as parce que, après, avant to
organize ideas in speech;
MD/ms D03/66 2007 06 12
- 66 -
Reading
Overall-2i17
•
read simple written materials and demonstrate understanding
through oral and very brief written responses;
Overall-3i19
(reading)
•
read a variety of simple written materials
and demonstrate understanding through
oral and brief written responses;
2i18
–
read a variety of simple written materials (e.g., stories,
poems, children’s reference books) for different purposes
(e.g., toobtain information, to build vocabulary and knowledge
of word structures);
3i20
–
read a variety of simple written materials
(e.g., stories, poems, chapter books,
children’s reference books) for different
purposes (e.g., to obtain information, to
build vocabulary and knowledge of
language structures);
2i20
–
express clear responses to written texts, relating the content
to personal experiences;
3i22
–
express their opinions of written texts,
relating the content to their own
knowledge and experiences;
2i21
–
follow written instructions (e.g., solve word problems, follow
directions for crafts);
3i23
–
follow written instructions (e.g., to play a
game, complete a task, solve a
problem);
2i22
–
demonstrate an understanding of simple texts (e.g., select
correct answers, sequence sentences, restate information);
3i24
–
demonstrate an understanding of simple
texts (e.g., complete cloze exercises,
select correct answers, restate the main
idea and some supporting details);
2i23
–
extend their understanding of a text through follow-up
activities (e.g., illustrate a character or an action, role play);
3i25
–
extend their understanding of a text
through follow-up activities (e.g.,
illustrate a character or an action, role
play, create an alternative ending);
2i24
–
identify characteristics of different forms of written materials
(e.g., poems, stories, simple dictionaries);
3i26
–
identify and describe different forms of
writing (e.g., plays, stories, poems);
2i25
–
identify the key elements of a story (e.g., setting, plot,
characters).
3i27
–
identify the key elements of a story (e.g.,
setting, plot, characters).
2i26
–
recognize and use appropriate language structures in their
response to written texts;
3i28
–
recognize and use appropriate language
structures in their response to written
texts;
MD/ms D03/67 2007 06 12
- 67 -
2i27
–
use reading strategies (e.g., visual cues, language and word
patterns, context clues, phonics, word lists) to determine the
meaning of unfamiliar vocabulary and expressions;
3i29
–
use reading strategies (e.g., visual cues,
language and word patterns, context
clues, knowledge of cognates, phonics)
to determine the meaning of unfamiliar
words and expressions;
2i28
–
read aloud, observing the rules of pronunciation and
intonation;
3i30
–
read aloud, observing the rules of
pronunciation and intonation;
2i29
–
recognize and use punctuation as an aid to comprehension;
3i31
–
recognize and use punctuation as an aid
to comprehension;
MD/ms D03/68 2007 06 12
- 68 -
Writing
Overall
2i31
•
produce short pieces of writing, using simple
forms;
Overall–
3i34
(writing)
•
produce short pieces of writing in a variety of
forms;
2i32
–
create short written texts for specific purposes
(e.g., a story, a pattern book, an invitation, a
thank-you note, a personal dictionary), following
a model;
3i35
–
create short written texts for specific purposes
(e.g., a story, an invitation or simple letter, a
description of a school trip, poems), adapting
familiar models;
2i33
–
organize ideas in a logical sequence (e.g., write
stories that have a beginning, a middle, and an
end);
3i37
–
organize information into short paragraphs that
contain a main idea and related details;
2i35
–
use appropriate language structures in their
writing;
3i39
–
use appropriate language structures in their
writing;
2i36
–
use and spell correctly the vocabulary
appropriate for this grade level;
3i40
–
use and spell correctly the vocabulary
appropriate for this grade level;
2i37
–
print legibly;
3i41
–
print legibly and begin to use cursive writing;
2i43
–
use appropriate resources to verify spelling
(e.g.,word lists, dictionaries).
3i44
–
use appropriate resources to verify spelling
(e.g.,word lists, French-English dictionaries).
Overall
2i44
•
identify and use appropriate language
conventions during oral communication
activities, in their responses to reading
materials, and in their written work.
Overall-3i45
(language
structures)
•
MD/ms D03/69 2007 06 12
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Language
Oral (reading and writing)
Overall and specific expectations for Grades Two and Three that may be taught SEPARATELY
Overall-2i1
(ORAL)
-
listen and respond to simple spoken texts and
media works
Overall-3i1
(ORAL)
-
listen and respond to a variety of simple
spoken texts and media works
2i5
–
identify rhymes and language patterns in
familiar contexts (e.g., poems, comptines,
songs);
3i5
–
listen to discussions and ask questions to
clarify meaning;
Overall-2i2
(ORAL)
-
talk about a variety of familiar topics, using
simple vocabulary and expressions
Overall-3i2
(ORAL)
-
express ideas, feelings and opinions on a
variety of familiar topics using correct
pronunciation and appropriate intonation
2i7
–
repeat and recite a variety of simple spoken
texts (e.g., poems, comptines, songs) to
develop vocabulary, pronunciation, and
knowledge of language structures;
3i7
–
participate in classroom activities by asking
and answering questions and expressing
feelings about familiar topics;
2i8
–
ask and answer simple questions to clarify
understanding of familiar topics;
3i8
–
present ideas and information in logical
sequence;
2i16
–
recognize silent word endings in nouns (e.g.,
chat ) and the silent “s” in plurals (e.g., tables
), and correctly pronounce words with silent
endings.
3i12
–
communicate ideas and opinions during smallgroup activities (e.g., assign roles, indicate
agreement or disagreement);
2i19
–
express their reactions to texts read
independently (e.g., comment on facts,
descriptions);
3i17
–
recognize and use liaison in speech (e.g., les
enfants, nous avons);
2i30
–
use and interpret basic conventions of text
(e.g., illustrations, diagrams, headings) to find
information.
3i18
– identify and correct common anglicisms (e.g., il
a donné moi/il m’a donné), with the teacher’s
assistance.
MD/ms D03/70 2007 06 12
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Reading
There are NO expectations required to be taught SEPARATELY. ALL Grade One and Grade Two reading expectations may be taught
SIMULTANEOUSLY.
MD/ms D03/71 2007 06 12
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Writing
Overall-2i31
•
produce short pieces of writing, using simple
forms;
Overall-3i34
(writing)
•
produce short pieces of writing in a variety of
forms;
2i34
–
use materials from various media (e.g.,
photographs, drawings, collages) to clarify and
enhance a written message.
3i36
–
create short written texts (e.g., journal notes)
in which they express a point of view and
reflect on their experiences;
2i38
–
use complete simple sentences in their
writing;
3i38
–
produce short written text (e.g., titles,
captions, labels) to accompany visual
information (e.g., simple charts, illustrations).
2i39
–
use commas to separate a series of items in a
sentence, and in addresses;
3i42
–
begin to use compound sentences and use
sentences of varying length;
2i40
–
use question marks at the end of questions;
3i43
–
revise, edit, and proofread their writing, with
the teacher’s assistance, focusing on
grammar, spelling, punctuation, and
conventions of style;
2i41
–
use capitals for personal names;
2i42
–
revise and proofread their writing (e.g.,
correct errors in spelling, punctuation), with
the teacher’s assistance;
MD/ms D03/72 2007 06 12
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Language Conventions
Overall-2i44
•
Overall-3i45
(language
structures)
•
2i45
–
agreement of partitive articles (du, de la, de l’,
des) with nouns
3i46
–
interrogative pronouns qu’est-ce qui/que
2i46
–
simple feminine forms of nouns (e.g.,
chat/chatte, lion/lionne)
3i47
–
addition of “x” to form the plural of nouns
(e.g., un feu/des feux, un chapeau/des
chapeaux)
2i47
–
subject/verb agreement
3i48
–
présent of irregular verbs venir, partir, sortir,
voir, vouloir, devoir, savoir, prendre
2i48
–
présent of regular -er verbs
3i49
–
passé composé of regular -er verbs
2i49
–
présent of frequently used verbs faire, pouvoir
3i50
–
passé composé of aller
2i50
–
possessive adjectives mon/ma/mes,
ton/ta/tes, son/sa/ses
3i51
–
comparative form of adjectives (plus, moins)
2i51
–
use of pour
3i52
–
use and position of frequently used adverbs
(e.g., bien, vite, lentement, souvent)
2i52
–
questions starting with question words
quel/quelle
3i53
–
use of comme, après, avant, derrière, sans,
parce que
2i53
–
simple sentences consisting of subject + verb
+ complement (e.g., Elle est jeune.)
3i54
–
questions starting with question words
comment, pourquoi
2i54
–
negative form ne … pas
3i55
–
compound sentences using simple connecting
words (e.g., et, ou, mais, puis)
MD/ms D03/73 2007 06 12
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Physical Education
2p1
•
identify healthy eating practices and use a
decision-making model to make healthy food choices;
3p1
•
describe the relationship among healthy eating
practices, healthy active living, and healthy bodies;
2p3
•
outline safety rules and safe practices;
3p3
•
list safety procedures and practices in the home,
school, and community;
2p4
•
describe the effects on the body of appropriate and
inappropriate uses of medicines.
3p4
•
describe what a drug is, list several examples (e.g.,
nicotine, caffeine, alcohol), and describe the effects of
these substances on the body.
2p6
•
describe the importance of food to the body (e.g., for
energy and growth);
3p6
•
describe the benefits of healthy food choices, physical
activity, and healthy bodies;
2p7
•
explain the negative effects of poor nutrition on
healthy teeth and the importance of regular brushing
and visits to the dentist;
3p7
•
describe a variety of ways to prevent tooth decay
(e.g., brushing, making appropriate food choices,
rinsing the mouth);
2p12
•
describe types of verbal and physical violence (e.g.,
name calling, kicking, hitting);
3p12
•
identify examples of real and fictional violence (e.g.,
schoolyard fights, cartoons, movies);
2p14
•
describe the difference between prescription and
non-prescription medicines;
3p13
•
define the term drug and identify a variety of legal and
illegal drugs;
2p17
•
perform the basic movement skills required to
(e.g., skipping, hopping ), manipulation (e.g.,
throwing, bouncing), and stability (e.g., balancing,
twisting);
3p16
•
perform the basic movement skills required to
(e.g., dodging, chasing), manipulation (e.g., striking,
hitting), and stability (e.g., balancing on equipment,
performing rolls);
2p18
•
demonstrate the principles of movement (e.g., at
various levels, in relationship to equipment, using
different body parts) using locomotion/travelling,
3p17
•
demonstrate the principles of movement (e.g., in
various body shapes; using sudden, sustained, fast, or
slow movements) using locomotion/travelling,
2p19
•
travel and change from one kind of
locomotion/travelling movement to another (e.g.,
hopping to skipping);
3p18
•
combine various locomotion/travelling movements
with changes in direction and level, both with and
without equipment (e.g., selecting two ways to travel
on a bench while performing a change in direction and
level);
MD/ms D03/74 2007 06 12
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2p20
•
travel in a variety of ways, changing pathways and
directions (e.g., in creative dance, dances from other
countries);
3p19
•
travel in various ways, and dodge stationary objects or
opponents;
2p24
•
jump and land safely, using take-off combinations of
one or two feet;
3p23
•
jump for distance or height over low objects;
2p25
•
balance on a variety of body parts, on and off
equipment, while stationary and moving (e.g.,
balancing on a bench without moving, walking forward
on a bench);
3p24
•
balance in different positions, using different body
parts and levels (e.g., on and off gymnastics
equipment, responding to stimuli in creative dance);
2p27
•
participate on a regular basis in physical activities that
gymnastics, dance);
3p26
•
participate on a regular basis in physical activities that
maintain or improve physical fitness (e.g., skipping to
music);
2p28
•
recognize the personal benefits of being physically
active;
3p27
•
recognize the personal benefits of being physically
active;
2p29
•
acquire living skills (e.g., basic problem-solving,
3p28
•
acquire living skills (e.g., basic problem-solving,
2p30
•
follow safety procedures related to physical activity,
3p29
•
follow safety procedures related to physical activity,
2p31
•
participate vigorously in all aspects of the program
(e.g., individual and group activities, dancing to music,
co-operative games);
3p30
•
participate vigorously in all aspects of the program
(e.g., tag games, outdoor pursuits);
2p32
•
identify the reasons for participating in regular
physical activity;
3p31
•
demonstrate an awareness of the importance of being
physically active in their leisure time;
2p35
•
(e.g., an aerobics routine) for a minimum of twenty
cool-down procedures;
3p33
•
(e.g., power walking) for a minimum of twenty
cool-down procedure participate in moderate to
vigorous physical activity (e.g., power walking) for
eight to ten minutes;
MD/ms D03/75 2007 06 12
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2p38
•
(e.g., by calculating their heart beat or breathing
rate);
3p35
•
(e.g., by taking a “talk test”);
2p39
•
participate in personal or group goal setting related to
physical activity (e.g., to bring proper clothing for
gymnastics, to bench step for two minutes);
3p36
•
adopt an action plan based on an individual or group
goal related to physical activity (e.g., power walking
for one kilometre three times a week);
2p40
•
demonstrate appropriate interpersonal skills and
respectful behaviour (e.g., displaying etiquette,
playing fairly, co-operating) in physical activities;
3P37
•
demonstrate respect for the abilities and feelings of
others (e.g., accepting everyone into the group);
MD/ms D03/76 2007 06 12
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Physical Education
2p2
•
describe parts of the human body, the functions of
these parts, and behaviours that contribute to good
health;
3p2
•
outline characteristics in the development and growth
of humans from birth to childhood;
2p5
•
identify a balanced diet and apply decision-making
skills to create menus for healthy meals;
3p5
•
identify foods from different cultures and classify them
by food groups;
2p8
•
distinguish the similarities and differences between
themselves and others (e.g., in terms of body size or
gender);
3p8
•
outline the basic human and animal reproductive
processes (e.g., the union of egg and sperm);
2p9
•
describe how germs are transmitted and how this
relates to personal hygiene (e.g., using tissues,
washing hands before eating);
3p9
•
describe basic changes in growth and development
from birth to childhood (e.g., changes to teeth, hair,
feet, and height);
2p10
•
identify the five senses and describe how each
functions;
3p10
•
explain relevant safety procedures (e.g., fire drills,
railway-crossing and crosswalk procedures);
2p11
•
identify safety rules to be followed in the home,
school, and community (e.g., electrical safety,
schoolyard rules, bus safety);
3p11
•
use a problem-solving process to identify ways of
obtaining support for personal safety in the home,
school, and community;
2p13
•
explain the importance of being able to say no to
exploitative behaviours (e.g., improper touching), and
describe how to seek help;
3p14
•
identify nicotine (in cigarettes), caffeine (in coffee and
colas), and alcohol as drugs;
2p15
•
outline the safe use of medicines (e.g., the need for an
adult to supervise the administration of medicines,
taking proper dosages);
3p15
•
use decision-making skills to make healthy choices
about drug use, and recognize the effects of various
substances (e.g., nicotine, caffeine, alcohol) on the
body.
2p16
•
use decision-making skills to identify healthy
alternatives to drug use (e.g., fresh air and exercise
can help relieve headaches).
3p20
•
throw a ball overhead using two hands, while
stationary, to a large target or a stationary partner;
2p21
•
kick a stationary ball, using either foot, to a partner or
to a large target;
3p21
•
catch, while stationary, objects of various sizes and
shapes using two hands both above and below the
waist (e.g., catch a nerf ball);
MD/ms D03/77 2007 06 12
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2p22
•
dribble a ball over a short distance, using their feet;
3p22
•
hit a slowly moving object (e.g., a ball or a balloon)
using various parts of the body, directing it to a
partner or a large target;
2p23
•
bounce a ball while moving, using either hand;
3p25
•
move their bodies in various ways (e.g., over, under,
through, and around equipment).
2p26
•
transfer their body weight over low equipment in a
variety of ways (e.g., from feet to hands to feet).
3p32
•
describe the health benefits of participating in regular
physical activity (e.g., developing a strong heart and
lungs);
2p33
•
display readiness to participate in the instructional
program (e.g., taking out and putting away
equipment, joining in readily, wearing appropriate
clothing, and applying sun protection when
necessary);
3p34
•
identify the new capabilities (skills) that result from
improved physical fitness (e.g., being able to run
farther, requiring shorter rest periods);
2p34
•
stay on task, follow instructions, pay attention, and
see tasks through to completion;
3p38
•
follow the rules of fair play in games and activities
(e.g., giving everyone a chance to play);
2p36
•
explain the importance of stretching the large muscle
groups through warm-ups before physical activity;
3p39
•
communicate positively to help and encourage others.
2p37
•
recognize that the body needs activity for sustained
amounts of time to improve the strength of the heart
and lungs;
2p41
•
provide help to and ask for help from group members
MD/ms D03/78 2007 06 12
- 78 -
Music
2a1
•
3a1
• demonstrate an understanding of the basic elements of
music specified for this grade (see below) through
2a3
• recognize a variety of sound sources and use some in
3a3
• use correctly the vocabulary and musical terminology
associated with the specific expectations for this grade;
2a4
• use correctly the vocabulary and musical terminology
associated with the specific expectations for this grade;
3a4
• identify and perform music from various cultures and
historical periods;
2a5
• identify and perform music from various cultures and
historical periods;
3a5
• communicate their response to music in ways
drama, creative movement, language).
2a14
• sing music from a variety of cultures and historical
periods (e.g., folk songs);
3a10
• sing music from a variety of cultures and historical
periods;
2a18
• sing expressively , showing an understanding of the
text;
3a14
• sing expressively, showing awareness that changes in
volume or speed can help to convey the meaning of the
text;
2a19
• accompany songs in an expressive way, using
appropriate rhythm instruments, body percussion, or
‘found’ instruments;
3a17
• express their response to music from a variety of
cultures and historical periods (e.g., “Chants Berbères”
by Taos Amrouche);
2a20
• create and perform musical compositions, applying their
knowledge of the elements of music and patterns of
sound;
3a18
• communicate their thoughts and feelings about the
forms and media (e.g., storytelling, software program
for drawing, creative movement);
2a21
• create short songs and instrumental pieces, using a
variety of sound sources;
3a19
• identify the feelings that are evoked by a particular
piece of music (e.g., Peter and The Wolf by Sergei
Prokofiev);
2a22
• produce a specific effect (e.g., create a soundscape as
background for a story or poem), using various sound
sources (e.g., the voice, the body, instruments).
3a20
• explain, using appropriate musical terminology, their
demonstrate an understanding of the basic elements of
music specified for this grade (see below) through
MD/ms D03/79 2007 06 12
- 79 -
2a23
cultures and historical periods (e.g., "Largo al factotum
della città" from The Barber of Seville by Rossini,
"Lunatic Menu" by Ippu Do);
2a24
• communicate their thoughts and feelings about the
forms and media (e.g., create a dance, dramatize a
song);
2a25
• recognize that mood can be created through music
(e.g., in a work such as Carnival of the Animals by
Saint-Saëns);
2a26
• explain, using basic musical terminology, their
2a27
• recognize and explain the effects of different musical
choices (e.g., slow music that is loud can be dramatic or
ceremonial whereas slow music that is soft can suggest
thoughtfulness).
MD/ms D03/80 2007 06 12
3a21
- 80 -
• identify and explain the effects of different musical
choices (e.g., the effects of choosing specific
instruments).
Music
2a2
• recognize a variety of sound sources and use some in
3a2
• create and perform music, using a variety of sound
sources;
2a6
• communicate their response to music in ways
drama, creative movement, language(.
3a6
• demonstrate understanding of the difference between
the terms beat and rhythm (e.g., indicate the beat in a
piece of music while others perform the rhythmic
patterns);
2a7
• identify rhythmic patterns (e.g., clap the pattern of
syllables in nursery rhymes);
3a7
• identify the beat, rhythm, melodic contour (or shape),
dynamics, and tempo in the familiar pieces of music;
2a8
• distinguish between beat and rhythm in a variety of
piece of music;
3a8
• recognize that sounds and silences of different
durations may be represented by symbols;
2a9
• identify higher - and lower - pitched sounds in a
familiar melody;
3a9
• identify the instruments within the percussion family of
orchestral instruments (e.g., drums, wood blocks,
piano).
2a10
• reproduce specific pitches in call-and-response
activities (e.g., singing games);
3a11
• substitute different words in familiar songs or create
new verses, using their knowledge of rhythm to ensure
that the new text fits with the melody;
2a11
• identify examples of dynamics in pieces of music and
describe how the loudness and softness are achieved
(e.g., loudness results when a drum is struck with more
force);
3a12
• create melodic contour ‘maps’ that indicate the
direction of pitches (higher, lower) in familiar songs
(e.g., “Twinkle, Twinkle Little Star”);
2a12
• identify the tempo of various pieces of music;
3a13
• indicate, with appropriate arm movements, the
dynamics heard in familiar music (e.g., big movements
for loud passages, small movements for soft);
2a13
• identify the four families of orchestral instruments
(strings, woodwinds, brass, percussion).
3a15
• create or arrange music to accompany a reading or
dramatization, using appropriate rhythm instruments,
body percussion, or ‘found’ instruments;
2a15
• create rhythmic and melodic patterns (e.g., ostinati),
using a variety of sounds (e.g., vocal and instrumental
sounds);
3a16
• create and perform musical compositions in which they
apply their knowledge of the elements of music and
patterns of sounds, and use the voiced, instruments, or
‘found’ materials.
MD/ms D03/81 2007 06 12
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2a16
• create simple patterned movement to familiar music,
using their knowledge of beat and rhythm;
2a17
• sing simple, familiar songs in tune in unison;
MD/ms D03/82 2007 06 12
3a17
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cultures and historical periods (e.g., “Chants Berbères”
by Taos Amrouche);
Visual Arts
2a28
• produce two- and three-dimensional works of art that
communicate ideas (thoughts, feelings, experiences) for
specific purposes and to familiar audiences;
3a22
• produce two-and three-dimensional works of art that
communicate ideas (thoughts, feelings, experiences) for
specific purposes and to familiar audiences;
2a29
• use the elements of design (colour, line, shape, form,
3a23
• identify the elements of design (colour, line, shape,
form, space, texture), and use them in ways appropriate
for this grade when producing and responding to works
of art;
2a30
• describe how the ideas in a variety of art works relate to
their own knowledge and experience and to other works
they have studied;
3a24
• describe how the ideas in a variety of art works relate to
their own knowledge and experience and to other works
they have studied, and how the artists have used at
least one of the elements of design;
2a31
• use correctly vocabulary and art terminology associated
with the specific expectations for this grade.
3a25
• use correctly vocabulary and art terminology associated
with the specific expectations for this grade.
2a34
• identify types of lines in art works and in the
environment (e.g., horizontal, vertical, diagonal);
3a27
• identify characteristics of a variety of lines (e.g., thick,
thin, broken, dotted);
2a35
• identify the characteristics of symmetrical shapes and
forms (e.g., show that all sides of square objects are the
same in length);
3a29
• identify symmetrical and asymmetrical shapes in both
the human-made environment and the natural world;
2a36
• identify and describe a variety of textures (e.g., rough:
tree bark; smooth: plastics; ridged: corduroy fabrics);
3a30
• describe textures that are real in art works (e.g., the
smooth surface of a piece of pottery) and illusory (e.g.,
the rough texture of bark in a two-dimensional
painting);
2a37
• identify the elements of design in a variety of familiar
objects (e.g., colour in clothing, symmetrical forms in
buildings) and in works of art;
3a31
• 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);
2a39
• make artistic choices in their work, using at least two of
the elements of design specified for this grade for a
specific purpose (e.g., sharp, jagged lines to depict a
bulldozer tearing up trees);
3a33
• solve artistic problems in their art works, using at least
three of the elements of design specified for this grade
(e.g., describe why they placed objects in the
foreground, middle ground, or background);
MD/ms D03/83 2007 06 12
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2a40
• produce two- and three-dimensional works of art (i.e.,
works involving media and techniques used in drawing,
painting, sculpting, printmaking) that communicate their
thoughts and feelings on familiar topics (e.g., using
pencil crayons, make a drawing of a tree after observing
real trees and trees in works by Emily Carr, Tom
Thomson, and Vincent van Gogh);
3a34
• produce two- and three-dimensional works of art (i.e.,
works involving media and techniques used in drawing,
painting, sculpting, printmaking) that communicate their
thoughts and feelings about specific topics or themes
(e.g., produce a mural in a group interpreting a Native
legend through colour, shape, and line);
2a41
• identify, in a plan, their specific choices of subject
matter and tools, materials, and techniques (e.g., a plan
to make a picture of their family in which they will use
paint and fabric);
3a35
• identify and explain the specific choices they made in
planning, producing, and displaying their own art work
(e.g., the choices of subject matter, colours, location for
display);
2a42
• identify strengths and areas for improvement in their
own and others' art work, and explain their choice (e.g.,
"I did a good job of cutting out the circles. Next time I
will choose a background colour that makes the circles
stand out more").
3a36
• identify strengths and areas for improvement in their
own and others' art work (e.g., the need to have better
control in using paints).
MD/ms D03/84 2007 06 12
- 84 -
Visual Arts
2a32
• recognize and name the secondary colours of pigment
(purple, orange, green);
3a26
• recognize and name the warm (red, orange, yellow) and
cool (purple, green, blue) colours, and describe their
emotional impact (e.g., a warm colour scheme may
make people feel warmer);
2a33
• describe how the secondary colours can be created by
mixing the primary colours (e.g., blue and yellow make
green);
3a28
• label the foreground, middle ground, and background,
and identify objects in each of these areas of a work;
2a38
• describe different ways in which a variety of art
materials, tools, and techniques can be used (e.g.,
construction paper can be fringed with scissors, used as
a background for paintings, cut into shapes to make
pictures), and demonstrate understanding of their safe
and proper use.
3a32
• use art tools, materials, and techniques correctly to
create different effects (e.g., paint with a sponge to
create an open, airy feeling in a work; apply paint
thickly with a brush to suggest heaviness).
2a43
• describe the subject matter of a variety of art works
from various cultures and periods and in various styles
(e.g., Child and Dog by Alex Colville and The Sleeping
Gypsy by Henri Rousseau, which depict animals);
3a37
• identify the similarities and differences in content
between two or more works on a related theme (e.g.,
describe the artists' choices of subject matter in
landscapes like The Tangled Garden by J. E. H.
MacDonald and Lake George in the Woods by Georgia
O'Keeffe);
2a44
• describe, using appropriate vocabulary, how artists use
the elements of design to create a specific effect (e.g.,
diagonal lines to suggest movement);
3a38
• explain how the artist has used the elements of design
to communicate feelings and convey ideas (e.g., show
that the artist has placed certain objects in the
foreground of a picture to convey the idea that they are
important);
2a45
• describe the relationship between an art work and their
own experiences (e.g., explain how the images used by
an artist to represent winter are similar to or different
from images that they would use to depict their own
experiences of winter).
3a39
• state their preference for a specific work and defend
their choice with reference to both their own interests
and experience and to the artist's use of one or more of
the elements of design (e.g., select a painting of skaters
because they like skating and because they like the way
the artist has used colours in the picture to create
contrast and convey emotions).
MD/ms D03/85 2007 06 12
- 85 -
Drama Dance
2a46
• describe some of the basic elements of drama and
dance (e.g., time, space);
3a40
• describe basic elements of drama and dance (e.g.,
suspense, pattern, energy);
2a47
• interpret the meaning of stories, poems, and other
material drawn from a variety of sources and cultures,
using several basic drama and dance techniques (e.g.,
tableaux);
3a41
• interpret and communicate the meaning of stories,
poems, plays, and other material drawn from a range
of sources and cultures, using basic drama and dance
techniques (e.g., writing in role);
2a48
• create short dance pieces, using techniques learned in
this grade;
3a42
• create short dance pieces, using techniques learned in
this grade;
2a50
• solve problems in various situations through role
3a44
• solve problems presented in different kinds of dramatic
situations through role playing and movement;
MD/ms D03/86 2007 06 12
- 86 -
Drama Dance
2a49
• communicate understanding of works in drama and
dance through discussion, writing, movement, and
visual art work;
3a43
2a51
• identify and use some key elements of drama and
dance in exploring source materials (e.g., move at
different speeds and different levels to music or to the
words of a poem);
3a45
• compare their own work with the work of others in
drama and dance through discussion, writing,
movement, and visual art work;
• use available technology appropriately to enhance their
work in drama and dance.
2a52
• use the vocabulary, tone of voice, and body
movements appropriate for a specific character when
role playing;
3a46
• demonstrate an understanding of a character's point of
view through writing and speaking in role, and through
using body movement in role (e.g., write diary entries
and plant grain as a pioneer in Upper Canada);
2a53
• write in role as characters in a story, using the
vocabulary and portraying the attitudes of the
characters;
3a47
• describe their own and others' work in drama and
dance, using appropriate vocabulary (e.g., character,
suspense, rhythm);
2a54
• describe their own and others' work, using drama and
dance vocabulary (e.g., identify the tableau as a way of
crystallizing a moment of importance in a story);
3a48
• explain the importance of symbols used in specific
stories, poems, and dances;
2a55
• identify and describe symbols that are relevant to the
meaning of stories and poems (e.g., the heart as a
symbol of love);
3a49
• demonstrate the ability to concentrate while in role in
drama and dance (e.g., during an improvisation; while
performing a dance);
2a56
• distinguish between real and imaginary situations in
drama and dance;
3a50
• recognize and choose appropriate elements of
movement for dramatizing their responses to different
stimuli or ideas (e.g., real-life situations, the scientific
concept of magnetic force);
2a57
• recognize and demonstrate movement sequences used
by specific characters or found in their natural
surroundings (e.g., the sequence of movements of a
knight donning armour; the sequence of movements of
a butterfly emerging from a cocoon);
3a51
• identify technological means of creating different
effects (e.g., the use of recorded music or lighting to
heighten suspense);
MD/ms D03/87 2007 06 12
- 87 -
2a58
• identify parts of the body and describe the variety of
movements that can be done by each of them.
3a52
• describe the kinds of energy involved in a sequence of
movements (e.g., energy related to speed or force);
2a59
• speak in role as characters in a story, assuming the
attitude and gestures of the people they are playing
(e.g., as a courtier, bow to the king and use
appropriate language when speaking to him);
3a53
• distinguish between a variety of dance forms, using
specific criteria (e.g., steps, music, costumes).
2a60
• demonstrate the ability to move and control their
bodies in space and time (e.g., by creating tableaux in
small groups);
3a54
• defend a point of view through speaking and writing in
role (e.g., as townsfolk, plead with the mayor to save
their town);
2a61
• demonstrate the ability to move and control their
bodies in space and time (e.g., by creating tableaux in
small groups);
3a55
• create works of drama and dance, using appropriate
elements (e.g., rhythm, form);
2a62
• use language and non-verbal means of communication
effectively for a variety of purposes both in and out of
role (e.g., explain why a character in a story or drama
should not leave home);
3a56
• communicate, through movement, their thoughts and
feelings about topics studied in other subject areas
(e.g., create a movement sequence to express their
fear of an environmental event such as a storm);
2a63
• interpret songs, music, poetry, or images, using
elements of movement (e.g., rhythm, space).
2a57
• write and perform chants.
2a64
• compare what they experience through drama and
dance presentations with their experience of daily life;
3a58
• identify effective uses of drama and dance elements in
performances (e.g., form, space, pattern, energy) and
compare their own responses with those of their peers;
2a65
• ask and respond appropriately to relevant questions, in
and out of role, about characters and dramatic
situations being explored (e.g., "Do we have the
necessary equipment to go down into the mine?");
3a59
• identify the themes and subjects found in drama and
dance works, and make links between these and their
own experiences;
2a66
• compare, while working with others, some possible
solutions to problems identified through drama and
dance (e.g., finding the way home when lost in the
forest);
3a60
• clarify the meaning of complex or ambiguous dramatic
situations (e.g., by posing questions in and out of role
to characters in a drama);
2a67
• identify specific aspects (e.g., movements, words) of
their work and that of others that were effective (e.g.,
the scary way the dancer stopped and turned).
3a61
• solve artistic problems in drama and dance in
cooperative work groups (e.g., discuss the effect of
combining different voices in choral reading; discuss
the effects of using one dancer or several to convey a
message);
MD/ms D03/88 2007 06 12
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3a62
MD/ms D03/89 2007 06 12
- 89 -
• explain how their understanding of work in dance and
drama has been increased through research (e.g.,
through the use of reference books and the Internet, it
is possible to find information about the rainforest to
make an imaginary journey there more believable).
MD/ms D04/90 2007 06 12
- 90 -
COMBINED GRADES
Martin Gabber (2003)
- 91 -
Program Services Department - DDSB
Surviving the Splits in Science
Teaching split grades in science has become more of a challenge with the new Ontario Science and Technology
curriculum. The Ministry document outlines grade by grade content and application expectations as well as the
skills of inquiry and design that run through each topic. This requires teachers in split grades to teach two separate
science programs. Students need to address grade specific content to keep the continuum of knowledge and skills
in place that will enable them to carry out increasingly complex investigations as they progress through school.
While there is no easy answer to reducing the workload of teaching a split grade, a number of strategies will help
teachers streamline their split science program.
Expectations Regarding Inquiry and Design: What is the common focus?
The expectations regarding inquiry and design are similar in every unit at every grade level in the science and
technology curriculum. These expectations are the foundation for the scientific method and the technological
design process. As a result they can be used as a common focus in all split grade classes. They include:
•
•
•
•
•
•
Formulate questions about and identify problems…
Plan investigations to answer these questions insuring a fair test…
Use appropriate vocabulary…
Record relevant observations…
Communicate procedures and results of investigations…
Design and make…
Overall Expectations: What is essential?
Each science unit has three overall expectations. These reflect the main goals of the new Science and
Technology Curriculum:
•
•
•
To Know: Students will understand basic scientific and technological concepts.
To Do:
Students will develop skills of inquiry, design and communication.
To Apply: Students will relate science and technology to the world outside of the
school.
The specific expectations are designed to breakdown the overall expectations and provide some ways of reaching
them. Teachers of split grades should focus on the overall expectations for both planning and assessment.
These outline the key concepts that students need to address at grade level. These overall expectations were
included in the Grade-At-A-Glance documents distributed to parents. We have also identified 5 or 6 of the specific
expectations from the knowledge and application sections of each unit that are the essential supports to the overall
expectations. These essential expectations can be found at the end of the science section.
- 92 -
Classroom Organization and Instructional Strategies
A number of strategies are helpful in surviving the science splits:
•
•
•
•
•
•
•
•
•
•
Organize the classroom using activity centres.
Spend time at the beginning of the year to establish the operating procedures of the classroom. For example:
- Have students keep track of their own time at activity centres.
- Place students in cooperative groups so they have a peer support system to answer questions.
- Take time for group teambuilding.
- Use Kagan strategies to structure cooperative group work.
- Develop a quiet signal like an activity centre flag for students to indicate that they have a question for the
teacher.
- Provide alternative activities in an enrichment box for students who finish early.
- Use one group to provide an audience for the other.
Collaborate with other teachers to plan and make materials for activity centres.
Pair high supervision activities with work that the other grade can work on independently.
Pair science units to create the greatest overlap.
Invite guest speakers into the classroom such as Scientists in Schools.
Use textbooks, video, computer simulations, CD ROM research, and nonfiction reading to provide activities
where students can work independently.
Collaborate with the school librarian.
Integrate science expectations with math, social studies and language where appropriate.
Discuss and debrief the inquiry and design skills as one large group.
Safety
The new curriculum requires that students engage in hands on science and technology activities. These often
involve scientific or technical equipment that require close supervision. In a split grade situation it may be
necessary to enlist the help of parent volunteers so that there is always a set of adult eyes on the laboratory activity
if the teacher needs to turn his/her attention to students working on another task.
- 93 -
Integrating Science and Language Expectations
Teachers may wish to integrate some of their language expectations into their science program. Science
provides natural opportunities for students in several areas of reading and writing.
A. Focused Reading
Science students read for a variety of reasons including:
• identifying a main idea or concept,
• locating specific details,
• understanding scientific terminology and SI units,
• making connections between text materials and supporting graphics,
• selecting and integrating information from various sources,
• analyzing qualitative and quantitative data,
• understanding instructions,
• judging the worth of an argument.
Teachers should provide students with a variety of non-fiction resources such as popular science magazines,
Internet searches, CD ROM data bases, newspaper articles, textbook readings, data charts, graphs, and
diagrams. It is important to focus students’ attention on the purpose of their reading.
B. Procedures
A procedure is a series of detailed instructions. Procedures can be written in paragraph form or appear as
a numbered sequence of steps. Natural places for students to practice reading procedures for clear
understanding are laboratory exercises where students must perform a series of steps in order. Students
should also be required to write procedures for their own experiments that demonstrate their understanding
of scientific inquiry and are straightforward enough that their experiment is replicable by their peers.
C. Descriptive Writing
Descriptive writing explains a concept or scientific phenomena in enough detail to provide a sensory image
for the reader. Science provides an opportunity for students to read non-fiction materials describing natural
phenomena and how technology works based on scientific concepts being studied. Non-fiction books,
popular science magazines, CD ROM data bases, and the Internet all provide reading material that will help
students connect science to its uses in the real world. Writing descriptions helps students to broaden their
understanding of concepts, organize details, and apply their knowledge. The expectations provide a
multitude of opportunities such as:
• describe the characteristics and properties of light and sound energy;
• describe, using their observations, the purposes or uses of three classes of simple levers;
• describe the water cycle in terms of evaporation, condensation, and precipitation;
• describe the different ways in which animals move.
- 94 -
D. Narrative Writing
Narrative writing tells a story from a specific point of view. Students can demonstrate their understanding
of scientific concepts through narrative writing. Narratives help students to visualize and personalize
complex concepts. For example students could write narratives describing:
• a specialized habitat from the animal’s point of view;
• parallel and series circuits from the perspective of an electron in the circuit;
• a tour of the digestive system from the perspective of a hamburger;
• a trip through a kaleidoscope from the point of view of a light ray.
.
E. Persuasive Writing or Supported Opinion
Persuasive writing or supported opinion is the development of a logical argument that is supported by
factual details. The focus of relating science to technology, society and the environment (STSE) provides
an excellent place for students to learn how to identify and to develop a convincing and well supported
argument. For example students could write persuasive arguments to explain their position on the following
issues:
• Should humans control weather patterns?
• Should Canada participate in the development of the international space station?
• Should farms only grow one kind of crop?
• Should individual consumption of electricity be limited?
Communicating With Parents
Be proactive. Send home regular newsletters that indicate how student activities address the overall
expectations. Invite parents into the classroom as parent volunteers to help with science activities.
- 95 -
4THE
FUNDAMENTALS
KNOWLEDGE (To Know):
Students will understand basic scientific and
technological concepts.
PROCESS (To Do):
Students will develop skills of inquiry, design, and
communication (ie. the Scientific Method)
CONNECTIONS (To Apply):
Students will relate science and technology to the world outside
of school.
- 96 -
Science - Key Learnings for Grade 1
At all grade levels and in all strands the specific expectations of inquiry and design are
basically the same and should provide the main focus for learning. These are:
•
•
•
•
•
•
Design and make…
....from the knowledge and application sections of each unit we have identified the critical learning
expectations that are the essential supports to the overall expectations
Life Systems
•
•
•
•
•
Classify characteristics of animals and plants by using the senses
Identify and describe the common characteristics of humans and other animals that they have observed,
and identify variations in these characteristics
Compare the basic needs of humans with the needs of other living things
Compare ways in which humans and other animals use their senses to meet their needs
Identify ways in which individuals can maintain a healthy environment for themselves and for other
living things
Matter & Materials
•
•
•
•
•
•
Identify each of the senses and demonstrate understanding of how they help us recognize and use a
variety of materials
Identify properties of materials that are important to the purpose and function of the objects that are made
from them
Design a usable product that is aesthetically pleasing and construct it by combining and modifying
materials they have selected themselves
Compare objects constructed for similar purposes and identify the similarities and differences between
their corresponding parts and the materials from which they are made
Demonstrate ways of reusing materials and objects in daily activities
Recognize that objects made of certain materials can be recycled
Energy & Control
• Recognize that the sun is the principal source of energy used on the surface of the earth
• Identify food as a source of energy for themselves and for other living things
• Identify everyday uses of energy
• Construct a manually controlled device that performs a specific task
• Describe the different forms of energy used in a variety of everyday objects
• Identify devices they use that consume energy and list things they can do to reduce energy consumption
- 97 -
Structures & Mechanisms
• Explain the function of different structures
• Classify various structures in their environment according to specific features and functions
• Design and make different structures using concrete materials and explain the function of the structure
• Describe using their own experience, how the parts of some systems work together
• Select appropriate tools and utensils
• Use tools appropriately when joining and shaping various materials
Earth & Space Science
• Compare the different characteristics of the four seasons
• Use units of time related to the earth’s cycles
• Identify outdoor human activities that are based on the seasons and examine some of the solutions
humans have found to make it possible to engage in these activities out of season
• Identify characteristics of clothing worn in different seasons and make appropriate decisions about
clothing for different environmental conditions
• Describe changes in the characteristics, behaviour, and location of living things that occur in seasonal
cycles
• Describe changes in the characteristics and behaviour of living things that occur on a daily basis
- 98 -
•
•
•
•
•
•
Design and make…
Life Systems
• Describe changes in the appearance and activity of an animal as it goes through a complete life cycle
• Compare the life cycles of some animals that have similar life cycles and some that have different life
cycles
• Describe ways in which animals respond and adapt to their environment
• Describe features of the environment that support the growth of familiar animals
• Describe ways in which humans can help or harm other living things
• Demonstrate an understanding of the requirements of small animals for survival by maintaining an
aquarium or terrarium
Matter & Materials
• Describe the properties of liquids and solids, using their observations
• Describe, using their observations, the characteristics of the three states of water, and identify the
conditions that cause changes form one state to another
• Distinguish between solids that dissolve in water and solids that do not
• Design and assemble, using given materials, an object that is buoyant and able to support a given mass,
and identify and describe the materials and tools they used
• Identify liquids and solids used in the home and describe how they are used
• Recognize international symbols that give us information on the safety of substances and Canadian
Safety Association signage when working with liquids and solids
Energy & Control
• Recognize that it is the movement of air and water that produces energy and that air and water are not by
themselves sources of energy
• Design and construct a device propelled by air
• Design and construct a system that controls the flow or water and/or air using a variety of mechanisms
• Identify devices that use moving air and moving water as energy sources and describe what happens to
these devices when the air or water is still
- 99 -
•
•
Recognize that moving air and moving water can be sources of energy for electrical power
List activities that are affected by moving water and wind
• Describe different mechanisms through observation and investigation and identify the components that
are simple machines (hinge, wheel & axle, pulley, screw, inclined plane, lever)
• Describe, using their observations, the characteristics and movements of simple machines
• Describe using their observations, the pattern of movement of objects
• Make simple mechanisms and use them in building a device that they have designed
• Predict factors that make a load easier or more difficult to move
• Select and use appropriate tools, utensils and equipment
• Demonstrate an awareness of air as a substance that surrounds us and takes up space and whose
movement we feel as wind
• Compare characteristics of and changes in observed air conditions, in both indoor and outdoor
environments
• Recognize that water exists in three states on earth
• Recognize evidence of the water cycle
• Describe the different uses of water and identify some that are essential for maintaining our health
• Recognize that clean water is an increasingly scarce resource in many parts of the world and that the
water we use is part of our environment and should be used wisely
- 100 -
•
•
•
•
•
•
Design and make…
Life Systems
• Identify the major parts of plants and describe their basic functions
• Compare the life cycles of different kinds of plants
• Explain how the features of plants help them to survive
• Describe ways in which humans use plants for food, shelter and clothing
• Describe ways in which humans can protect natural areas to maintain native plant species
• Describe ways in which plants and animals depend on each other
Matter & Materials
• Identify, through observation, the effect of different conditions on the strength of magnets and on static
electric charges in materials
• Describe and demonstrate how some materials that have been electrically charged or magnetized may
either push or pull similar materials
• Design and construct a system that uses magnetic force to move an object
• Identify the uses of magnets in familiar things
• Describe examples of static electricity encountered in everyday activities
Energy & Control
• Identify a force as a push or a pull by one body on another
• Distinguish between kinds of motion and indicate whether the motion is caused directly or indirectly
• Investigate the effects of directional forces and how unbalanced forces can cause visible motion in objects
that are capable of motion
• Design and construct a device that uses a specific form of energy in order to move
• Describe the visible effects of forces acting on a variety of everyday objects
• Identify surfaces that affect the movement of objects by increasing or reducing friction
- 101 -
• Describe ways to improve the strength and stability of a frame structure
• Predict which body positions provide the most stability in various circumstances
• Use appropriate materials to strengthen and stabilize structures that they have designed and are intended
to support a load
• Describe, using their observations, the changes in the amount of effort needed to lift a specific load with
a lever when the position of the fulcrum is changed
• Design and make a levered mechanism
• Identify a number of common levers and describe how they make work easier
• Describe, using their observations, the differences between sand, clay, humus, and other soil
components, and compare and describe soil samples from different locations
• Describe through experimentation how soil can be separated into its different components
• Compare the absorption by different earth materials, and describe the effects of moisture on
characteristics of the materials
• Compare different ways in which plant roots grow through the soil
• Identify living things found in the soil
• Recognize the importance of understanding different types of soil and their characteristics
- 102 -
Split grade intranet Resources
http://www.intranet.durham.edu.on.ca/
GRADES
STRAND
NAME
1/2
Life Systems
Zoo Central
Structures and Mechanisms
Tiny Town
2/3
Life Systems
Watch Them Grow
3/4
Life Systems
Life In Ecosystems
Plants and Animals: Out of This World!
4/5
5/6
6/7
7/8
Earth and Space Systems
When Disaster Strikes
Energy and Control
Light, Sound, and Energy Conservation
Life Systems
Inside Outside: Habitats and Human Organ
Systems
Can You Bear It?
Energy and Control
Energy Dreams by Design
Life Systems
The Genesis Project
May the Force Move You
Energy and Control
EPI, Energy Private Investigators
Going Up?
Life Systems
Interacting Organisms
Matter and Materials
Bubbles in the Hot Tub
- 103 -
Social Studies / History and Geography
Suggested Units of Study
GRADE
TERM 1
TERM 2
TERM 3
Our Community
Family Relationships
Rules and
Responsibilities
Living in our
Multicultural
Community
Relationships, Rules
and Traditions:
Home, School and
Community
Visiting Different
World Communities
Our Multicultural
Community
Traditions and
Celebrations
Communities Around
the World
2/3
Ontario
Communities: Urban
and Rural
Comparisons
Lifestyles, Traditions
and Celebrations:
Past and Present
Influences of Climate
on world
Communities
3
Ontario Communities
Today
Ontario Pioneer
Communities
Toronto: A Megacity
1
1/2
2
MD/ms D03/104 2007 06 12
- 104 -
Social Studies / History and Geography
Combined (Split) Grade Units
GRADE LEVELS
1-2
2-3
Unit Name
Communities: Here, There,
Everywhere
Beginnings:
Traditions/Celebrations
Pioneer Life
Strands
Canada and World
Connections:
The local Community &
Communities around the
World
Culminating Task:
Students perform,
produce...
Travel poster or brochure
advertising a location to visit
in the community (G1) or the
world (G2)
MD/ms D03/105 2007 06 12
- 105 -
Heritage and Citizenship:
Traditions and Celebrations
& Pioneer Life
Picture book describing family
traditions, celebrations (G2)
or the life story of an
imaginary pioneer (G3)
MD/ms D05/106 2007 06 12
- 106 -
Long Range Planning
Covering Math Strands using Cross-Curricular Expectations
Hoi Leung
Grade 1
Math Strands and Expectations
Cross-Curricular Subject Expectations
Patterning and Algebra 1m58, 1m60, 1m64
Science - Life Systems 1s10
Geometry and Spatial Sense 1m43
Science - Structures 1s70
Measurement 1m28, 1m34
Science - Earth and Space Systems 1s94
Measurement 1m35
Social Studies -Citizenship 1z13
Number Sense and Numeration 1m11
Social Studies -Citizenship 1z17
Data Management 1m69
Social Studies - Local Community 1z23
Measurement 1m30
Social Studies - Local Community 1z31
Health - Healthy Living 1p5
Number Sense and Numeration 1m8, 1m21
Music - 1a6
Visual Arts - 1a33
Patterning and Algebra 1m63
Visual Arts - 1a35
Grade 2
Science - Life Systems 2s10
Science - Matter and Materials 2s35
Science - Energy and Control 2s65
Measurement 2m38
Science - Earth and Space Systems 2s95, 2s96
Social Studies - Traditions 2z7
Social Studies - Communities lz31
Number Sense and Numeration 2ml9
Physical Education - Physical Fitness 2p38
Music - 1a33
Visual Arts - 1a35
MD/ms D05/107 2007 06 12
- 107 -
Grade 3
Science - Energy and Control3s60
Measurement 3s42
Science - Matter and Materials 3s32
Social Studies -3z49
Measurement 3m31
Physical Education - 3p23
Number Sense and Numeration 3m27
Physical Education - 3p26
Visual Arts - 3a29
Visual Arts - 3a34
Music - 3a6
.
MD/ms D05/108 2007 06 12
- 108 -
Subject
September - Long Range Plans Grade 1-2
Language-oral
- colours, numbers &
alphabet
**revise basic vocabulary
& classroom routines with
Grade 2s
- classroom objects
- Intro Isabelle Iguane
- “I” sound
- apples & seasons
- Isabelle Iguane
continued
- “I” sound
- days of the week
- Aline Abeille
- “A” sound
Language-reading
- letter recognition
**Gr. 2s read morning
message, short stories,
etc.
- recognition of sounds of
letters
- Isabelle Iguane
- vowels a/e/i/o/u
- Isabelle Iguane
- syllables (e.g. ba, pe)
- Aline Abeille
Language-writing
- printing upper & lower
case letters of the
alphabet
- copying short sentences
- answering questions in
written form
written form
written form
Math-Number Sense
and Numeration
- counting & printing to 10
**Gr. 2s to 50
- counting to 20
- counting to 30
- identifying numbers
1-20
Math-Patterning and
Algebra
- identifying a pattern
**Gr.1 one attribute,
Gr. 2 two attributes
- making and naming
patterns
- making and naming
patterns
Math-Data
Management and
Probability
- classifying & sorting
objects
- organizing objects
**Gr. 2 identify the rule
for sorting
- organizing objects
**Gr. 2 identify the rule
for sorting
Math-Measurement
Math-Geometry and
Spatial Sense
Science and
Technology
Earth & Space–weather
- four seasons
- sun, source of heat and
light
- clothing, activities &
food for different
seasons
Social Studies
Heritage and Citizenship
- all about me
- all about me
- all about me
Visual Art
- colours
- masque des couleurs
- primary and secondary
colours
- fall tree
- apple print
- l’alphabet
- Bonjour, mes amis
- jour de la semaine
- pomme de reinette
- 1,2,3 Violette
- Dans mon sac
Music
MD/ms D02/109 2007 06 12
- 109 -
Subject
October - Long Range Plans Grade 1-2
Language-oral
- fall
- Lucie Tortue
- “U” sound
- René Renard
- “E” sound
- Pauline Sauterelle
- “O” sound
- Halloween
Language-reading
- reading pattern books
and words
- Lucie Tortue
** Begin guided reading
with Gr.2s
- reading pattern books and
words
- René Renard
- reading pattern books and
words
- short words (les, un,
une, colours, thematic
vocabulary)
Language-writing
- copying words and short
sentences in pattern
books
- Lucie Tortue
- René Renard
- Halloween
Math-Number Sense
and Numeration
- Gr. 1 introduce addition
** Gr.2s revise addition to
20
- counting to 40
- addition continued
- counting to 50
**Gr.2 two-digit, no carry
over
- thematic problem solving
(addition)
- 2D shapes
- 2D shapes
Math-Measurement
Math-Geometry and
Spatial Sense
Math-Patterning and
Algebra
MathData Management &
Probability
Science and
Technology
- Earth & Space wrap-up
- life systems
- basic needs of people,
animals and plants
- characteristics of the
different species of
animals
- characteristics of the
different species of
animals
Social Studies
- rules at home
- rules at school and in the
community
- needs for rules
- rights
- consequences
- change of a rule
Visual Art
- identify, name and make
different kinds of lines
- my hand/turkey
- identify & name shapes
- Halloween crafts
Music
- C’est l’automne
- Salade de fruits
- Tous les légumes
- C’est l’Halloween
- J’ai peur
- Si tu veux être propre
MD/ms D02/110 2007 06 12
- 110 -
Subject
November - Long Range Plans Grade 1-2
Language-oral
- actions
- Émilie Éléphant
- Remembrance Day
- Ève Escargot
- body parts
- revise vowels
a/e/i/o/u/e/e
- revise vowels
a/e/i/o/u/e/e
Language-reading
- “E” sounds
- begin guided reading with
Gr.1s
- Ève Escargot
- “E” sounds
- revise vowels
a/e/i/o/u/e/e
- revise vowels
a/e/i/o/u/e/e
Language-writing
- Ève Escargot
- variety of writing tasks
including stories &
grammar
- variety of writing tasks
including stories &
grammar
Math-Number Sense
and Numeration
- Gr 1 introduction to
subtraction to 10
- Gr. 2 revise subtraction to
20
- subtraction continued
- Subtraction continued
**Gr.2 introduce subtraction
without borrowing
- Subtraction continued
**Gr.2 introduce
subtraction without
borrowing
Science and
Technology
- compare & identify
characteristics between
people, animals and
plants
- compare & identify
characteristics between
people, animals and
plants
- identify body parts & their
functions
- five senses
Social Studies
- identify and describe
important people, places
and events in their life
- identify and describe
important people, places
and events in their life
Visual Art
- thematic craft
- shading activities with
paint, crayons, pastels
- craft related to a
different country
Music
- téléphone
- Frère Jacques
- J’aime papa
- beats/rythms/patterns
- begin recorder program
Math-Measurement
Math-Geometry and
Spatial Sense
Math-Patterning and
Algebra
Math-Data Managment
and Probability
MD/ms D02/111 2007 06 12
- 111 -
- past and present timeline
of their life (family tree)
Subject
December - Long Range Plans Grade 1-2
Language-oral
- Pierre Panda
- Lise Lapine
- Christmas
Language-reading
- Pierre Panda
- Lise Lapine
- Thematic readings
Language-writing
- Pierre Panda
- Lise Lapine
- Short thematic stories
Math-Number
Sense and
Numeration
- addition & subtraction
- problem-solving
- problem-solving
- problem-solving
- begin 3D unit
- 3D unit
- 3D unit
Social Studies
- past and present
timeline of their life
(family tree)
- traditions, both home
and abroad
- traditions, both home
and abroad
Visual Art
- 3D works with
plasticine
- multicultural crafts
Music
- high and low pitches
(both recorder &
voice)
- Quand le père Noël
- Petit papa Noël
Math-Measurement
Math-Geometry and
Spatial Sense
Math-Patterning
and Algebra
Math-Data
Managment and
Probability
Science and
Technology
MD/ms D02/112 2007 06 12
- 112 -
Subject
January - Long Range Plans Grade 1-2
Language-oral
- hiver
- Thomas Tigre
- sports & vêtements
d’hiver
- Nicolas Nounours
- Martin Mouton
- David Dragon
Language-reading
- Thomas Tigre
- Nicolas Nounours
- Martin Mouton
- David Dragon
Language-writing
- Thomas Tigre
- begin journal writing
- Nicolas Nounours
- Martin Mouton
- David Dragon
Math-Number
Sense and
Numeration
- place value
**Gr.2 begin addition
with carryover
- place value
- place value
- counting to 100
- place value
- counting to 100
Math-Measurement
- distance (cm)
- distance (cm)
- distance (cm)
- Matter & Materials
Visual Art
- thematic crafts
- thematic crafts
- create a variety of
artworks using
different tools and
materials
artworks using
different tools and
materials
Music
- c’est l’hiver
- la neige tombe
- les jolis flocons
- identify string and
wind instruments
Math-Geometry and
Spatial Sense
Math-Patterning
and Algebra
Math-Data
Management and
Probability
Science and
Technology
Social Studies
MD/ms D02/113 2007 06 12
- 113 -
Subject
February - Long Range Plans Grade 1-2
Language-oral
- Louis Ours
- St. Valentin
- Gaston Cochon
- Charles Chat
- Benoit Oiseau
Language-reading
- Louis Ours
- Gaston Cochon
- Charles Chat
- Benoit Oiseau
Language-writing
- Louis Ours
- Valentine cards
- Gaston Cochon
- Charles Chat
- Benoit Oiseau
Math-Number
Sense and
Numeration
- counting to 100
- subtraction
**Gr.2 subtraction with
borrowing
- counting to 100
- subtraction
continued
Social Studies
- friendship, tolerance,
bullying, feelings
bullying, feelings
bullying, feelings
Visual Art
- thematic crafts
- contrasting
- contrasting
- Petit coeur d’or
- bonhomme,
bonhomme
- classical music
(Mozart, Beethoven)
Math-Measurement
Math-Geometry and
Spatial Sense
Math-Patterning
and Algebra
Math-Data
Managment and
Probability
Science and
Technology
Music
- recorder
MD/ms D02/114 2007 06 12
- 114 -
Subject
March - Long Range Plans Grade 1-2
Language-oral
- Alain Singe
- Guillaume Gorille
- spring & Easter
- Valérie Vache
Language-reading
- Alain Singe
- Guillaume Gorille
- Valérie Vache
Language-writing
- Alain Singe
- Guillaume Gorille
- Valérie Vache
Math-Number
Sense and
Numeration
- skip counting
- skip counting
- money
- Structures &
Mechanisms
- Structures &
Mechanisms
- Structures &
Mechanisms
Visual Art
- 3D project
- 3D project
Music
- recorder
- La statue
Math-Measurement
Math-Geometry and
Spatial Sense
Math-Patterning
and Algebra
Math-Data
Management and
Probability
Science and
Technology
Social Studies
MD/ms D02/115 2007 06 12
- 115 -
- Les musiciens
- Create different
rhythm patterns
Subject
April - Long Range Plans Grade 1-2
Language-oral
- spring & Easter
- Brigitte Baleine
- Simon Serpent
- Ginette Girafe
- Rémi Requin
Language-reading
- Brigitte Baleine
- Simon Serpent
- Ginette Girafe
- Rémi Requin
Language-writing
- Brigitte Baleine
- Simon Serpent
- Ginette Girafe
- Rémi Requin
Math-Number
Sense and
Numeration
- money
- fractions
- fractions
Math-Measurement
- time
- time
- Energy & Control
- Energy & Control
Math-Geometry and
Spatial Sense
Math-Patterning
and Algebra
Math-Data
Managment and
Probability
Science and
Technology
- Structures &
Mechanisms
Social Studies
- begin Community
unit
- community unit
continued
- community unit
continued
- community unit
continued
Visual Art
- collage
- collage
- collage
- collage
Music
- recorder
- Les dinosaures
- Les musiciens
- make sound effects
using different
materials
MD/ms D02/116 2007 06 12
- 116 -
Subject
May - Long Range Plans Grade 1-2
Language-oral
- Andrée Anguille
- Katherine Coccinelle
- Gabrielle Grenouille
- Francine Fourmi
Language-reading
- Andrée Anguille
- Francine Fourmi
Language-writing
- Andrée Anguille
- Francine Fourmi
Math-Number
Sense and
Numeration
- concept such as
addition, subtraction,
counting, place
value...
- review of number
concept such as
counting, place
value...
- review of number
concept such as
counting, place
value...
- review of number
concept such as
counting, place
value...
- symmetry &
transformational
geometry
- symmetry &
transformational
geometry
Math-Measurement
Math-Geometry and
Spatial Sense
Math-Patterning
and Algebra
- patterning with two
or more attributes
- patterning with two
or more attributes
- gathering information
& collecting data
through surveys
- illustrating results
through graphs
Math-Data
Management and
Probability
Science and
Technology
- Energy & Control
- Energy & Control
Social Studies
- mapping
- mapping
Visual Art
- symmetry
- Mother’s Day card
- symmetry
Music
- recorder
- Merveille du monde
- La vache
MD/ms D02/117 2007 06 12
- 117 -
- gathering
information &
collecting data
through surveys
through graphs
Subject
June - Long Range Plans Grade 1-2
Language-oral
- Zach Zèbre
- été & vacances
- été & vacances
- été & vacances
Language-reading
- Zach Zèbre
- été & vacances
- été & vacances
- été & vacances
Language-writing
- Zach Zèbre
- été & vacances
- été & vacances
- été & vacances
Math-Number
Sense and
Numeration
- review of number
concept such as
counting, place
value...
- review of number
concept such as
counting, place
value...
- review of number
concept such as
counting, place
value...
- concept such as
counting, place
value...
Math-Measurement
Math-Geometry and
Spatial Sense
Math-Patterning
and Algebra
Math-Data
Management and
Probability
& collecting data
through surveys
through graphs
Science and
Technology
Social Studies
Visual Art
- thematic crafts
- thematic crafts
- Father’s Day Card
Music
- recorder
- papa je suis ton ami
- faire un picnic
MD/ms D02/118 2007 06 12
- 118 -
- review of songs
MD/ms D05/119 2007 06 12
- 119 -
Subject
September - Long Range Plans Grade 2-3
Language-oral
- back to school
**refamiliarization with
classroom routines and
speaking French
- back to school
- “A”, “U” sounds
- fall
- “I”, “E” sounds
- fall
- “O” sound
Language-reading
- morning message, daily
task, independent reading,
etc. to be continued
throughout the year
- Aline Abeille
- Lucie Tortue
- rimes
- Isabelle Iguane
- Rene Renard
- rimes
- rimes
Language-writing
- begin journals
- Aline Abeille
- Lucie Tortue
- Isabelle & Rene
- present tense of “ER”
verbs
- present tense of “ER”
verbs
Math-Number Sense
and Numeration
- counting to 50 (Gr. 2)
- counting to 100 (Gr. 3)
- counting to 50
- counting to 100
- counting to 50
- counting to 100
- counting to 50
- counting to 100
Math-Patterning and
Algebra
- identifying a pattern with
two attributes
- making and naming
patterns
- making and naming
patterns
Math-Data Management
and Probability
- classifying & sorting
objects
- organizing objects and
identifying the rule for
sorting
- organizing objects and
identifying the rule for
sorting
-comparing urban and rural
communities in Ontario
Math-Measurement
Math-Geometry and
Spatial Sense
Science and
Technology
Social Studies
Visual Art
- thematic craft
- colours
**Gr. 2 secondary, Gr. 3
warm and cool
- colours
- colours
Music
- C’est le retour a l’ecole
- Chaque jour a l’ecole
- Ce matin
- Cocorico
MD/ms D02/120 2007 06 12
- 120 -
Subject
October - Long Range Plans Grade 2-3
Language-oral
- Harvest
- Olivier Coq
- Harvest
- Emilie Elephant (e, er, et)
- Harvest
- Emilie Elephant (e, er, et)
- Halloween
Language-reading
- begin guided reading
- consonant blends
- Olivier Coq
- Mille Images: Theme 2
- consonant blends
- Emilie
- consonant blends
- Emilie
- thematic texts
Language-writing
- Olivier
- present tense of “er”
verbs
- sentence structure
- journals continued
- Emilie
verbs
- Emilie
verbs
- thematic texts
Math-Number Sense
and Numeration
- addition
** Gr. 2 single-digit to 20,
Gr. 3 two-digit
**Gr.2 two-digit, no carry
over, Gr. 3 three-digit
- thematic problem solving
(addition)
- 2D shapes (polygons)
Math-Measurement
Math-Geometry and
Spatial Sense
Math-Patterning and
Algebra
MathData Management &
Probability
Science and
Technology
- Structures and
Mechanisms:
Stability
** Gr. 3 only
- Structures and
Mechanisms:
Stability
- Structures and
Mechanisms:
Stability
Social Studies
(wrap up)
Visual Art
- lines
- lines
- lines
- Halloween crafts
Music
- L’epluchette
- Venez a la fete
- Toc Toc Toc
- Madame Araignee
- Chauve - souris
- C’est l’Halloween
MD/ms D02/121 2007 06 12
- 121 -
Subject
November - Long Range Plans Grade 2-3
Language-oral
- Remembrance Day
- “OU” sound
- Louis Ours
- Remembrance Day
- weather
- “E” sound
- weather
- “EU” sound
- present weather report
Language-reading
- Louis
- consonant blends
- guided reading continued
- consonant blends
- thematic texts
- Eve Escargot
- consonant blends
- consonant blends
Language-writing
- Louis
- past tense of “ER” verbs
- journals continued
- thematic texts
- Eve Escargot
- weather report
Math-Number Sense
and Numeration
- subtraction
** Gr. 2 single-digit to 20,
Gr. 3 two-digit
**Gr.2 introduce subtraction
without borrowing, Gr. 3
three-digit
- matter and materials:
liquids and solids
** Gr. 2 only
liquids and solids
liquids and solids
Math-Measurement
Math-Geometry and
Spatial Sense
Math-Patterning and
Algebra
Math-Data Managment
and Probability
Science and
Technology
Social Studies
- Lifestyles, traditions and
celebrations: past and
present (multiculturalism)
Visual Art
- thematic craft
Music
- Pluie d’automne
- Tout ce que je veux
- Heal the world (traduit)
MD/ms D02/122 2007 06 12
- 122 -
- shading activities with
paint, crayons, pastels
Subject
December - Long Range Plans Grade 2-3
Language-oral
- grand-parents
- “AN” sound
- Andree Anguille
- festive season
- multiculturalism
- festive season
- multiculturalism
Language-reading
- guided reading
continued
- Andree Anguille
- thematic texts
- thematic texts
Language-writing
- Andree Anguille
- past tense of “ER”
verbs
- past tense of “ER”
verbs
- short thematic stories
- cards for peers
Math-Number Sense
and Numeration
- problem-solving
- problem-solving
- problem-solving
- begin 3D figures unit
- 3D figures unit
- 3D figures unit
Social Studies
present
present
present
Visual Art
- 3D works with
plasticine
Music
- multicultural traditional
songs
songs
songs
Math-Measurement
Math-Geometry and
Spatial Sense
Math-Patterning and
Algebra
Math-Data
Managment and
Probability
Science and
Technology
MD/ms D02/123 2007 06 12
- 123 -
Subject
January - Long Range Plans Grade 2-3
Language-oral
- space
- “OI” sound
- Benoit Oiseau
- space
- machines
- “ON” sound
- Gaston Cochon
- machines
Language-reading
- guided reading
continued
- Benoit Oiseau
- thematic texts
- thematic texts
- Gaston Cochon
- thematic texts
- thematic texts
Language-writing
- verbs avoir & etre
- Benoit Oiseau
- Gaston Cochon
- procedural writing
- procedural writing
Math-Number Sense
and Numeration
- place value
**Gr.2 begin addition with
carryover
- place value
- place value
** Gr. 3 rounding up or
down
- place value
Math-Measurement
- distance
- distance
- perimeter and area
- perimeter and area
- Energy and control: Forces
and movement
**Gr. 2 movement only
(structures)
and movement
and movement
- Energy and control:
Forces and movement
Visual Art
- thematic crafts
- thematic crafts
artworks using different
tools and materials
artworks using different
tools and materials
Music
- Les Robots
Math-Geometry and
Spatial Sense
Math-Patterning and
Algebra
Math-Data Management
and Probability
Science and
Technology
Social Studies
MD/ms D02/124 2007 06 12
- Gaston
- 124 -
Subject
February - Long Range Plans Grade 2-3
Language-oral
- friendship
- St. Valentin
- “IN” sound
- Alain Singe
- friendship
- friendship
- “CH” sound
- Charles Chat
Language-reading
- thematic texts
- begin poetry unit
- Alain Singe
- thematic texts
- poetry unit continued
- thematic texts
- poetry unit
- Charles Chat
- poetry unit wrap up
Language-writing
- present tense “IR”
verbs
- poetry unit
- Valentine cards
- Alain Singe
- poetry unit
verbs
- poetry unit
verbs
- Charles Chat
- poetry unit
Math-Number Sense
and Numeration
- multiplication and
subtraction
** Gr.2 introduction, Gr.
3 review
subtraction
subtraction
subtraction
- transformational
geometry
- transformational
geometry
- transformational
geometry
- transformational
geometry
magnets
** Gr. 3 only
magnets
magnets
bullying, feelings
bullying, feelings
- thematic crafts
- contrasting
Math-Measurement
Math-Geometry and
Spatial Sense
Math-Patterning and
Algebra
Math-Data
Managment and
Probability
Science and
Technology
Social Studies
Visual Art
- thematic crafts
Music
- Petucha - Ta
MD/ms D02/125 2007 06 12
- contrasting
- J’ai des amis
- 125 -
Subject
March - Long Range Plans Grade 2-3
Language-oral
- oceans
- oceans
- dinosaurs
Language-reading
- Remi Requin
- thematic texts
- Brigitte Baleine
- thematic texts
- David Dragon
Language-writing
- “ER” and “IR” verbs
- Remi Requin
- research project
- Brigitte Baleine
- research project
- David Dragon
Math-Number Sense
and Numeration
- fractions
- fractions
- money
- number patterns
- number patterns
- energy and control:
wind and water
** Gr. 2 only
wind and water
wind and water
Visual Art
- 3D project
- 3D project
- dinosaur diorama
Music
- Un poisson au fond de la
mer
- La danse des crustaces
- Le rock des dinosaures
Math-Measurement
Math-Geometry and
Spatial Sense
Math-Patterning and
Algebra
Math-Data
Management and
Probability
Science and
Technology
Social Studies
MD/ms D02/126 2007 06 12
- 126 -
Subject
April - Long Range Plans Grade 2-3
Language-oral
- easter
- easter
- transportation
- transportation
Language-reading
- Lise Lapine
- thematic texts
- Martin Mouton
- thematic texts
- “TION” sound
- “GN” sound
Language-writing
- past tenses (imparfait,
passe compose)
- Lise Lapine
- homonyms
passe compose)
- Martin Mouton
- homonyms
passe compose)
- homonyms
passe compose)
- homonyms
Math-Number Sense
and Numeration
- money
- time
- temperature
- temperature
- gathering information &
collecting data through
surveys
through graphs
& collecting data
through surveys
through graphs
Math-Measurement
Math-Geometry and
Spatial Sense
Math-Patterning and
Algebra
Math-Data
Managment and
Probability
Science and
Technology
- Air and water in the
environment
** Gr. 2 only
- Air and water in the
environment
Social Studies
- Influences of climate on
world communities
world communities
world communities
- Influences of climate
on world communities
Visual Art
- collage
- collage
- collage
- collage
Music
MD/ms D02/127 2007 06 12
- Les roues de l’autobus
- 127 -
Subject
May - Long Range Plans Grade 2-3
Language-oral
- environment
- “ILLE” sounds (ille,
ouille, aille, euille)
- environment
- insects
- “PH” sound
-insects
Language-reading
- thematic texts
- Francine Fourmi
- thematic texts
- thematic texts
Language-writing
- synonyms & antonyms
- Francine Fourmi
Math-Number Sense
and Numeration
- review of number
concepts such as
counting, place value...
- review of number
concepts such as
- review of number
concepts such as
- review of number
concepts such as
- symmetry
- symmetry
- probability
- probability
- Life Systems: growth
and change
Math-Measurement
Math-Geometry and
Spatial Sense
Math-Patterning and
Algebra
Math-Data
Management and
Probability
Science and
Technology
and change
** Gr. 2 animals, Gr. 3
plants
and change
and change
Visual Art
- symmetry
- Mother’s Day card
- symmetry
Music
- La planete bleue
Social Studies
MD/ms D02/128 2007 06 12
- Sauterelle
- 128 -
-Les moustiques
Subject
June - Long Range Plans Grade 2-3
Language-oral
- bicycle safety
- circus
-circus
-summer & vacation
Language-reading
- thematic texts
- thematic texts
- Guillaume Gorille
- thematic texts
-summer & vacation
Language-writing
- irregular verbs
- irregular verbs
- Guillaume Gorille
- irregular verbs
- Father’s day card
-summer & vacation
Math-Number Sense
and Numeration
- review of number
concepts such as
- review of number
concepts such as
- review of number
concepts such as
- review of number
concepts such as
- Soils in the environment
** Gr. 3 only
- Soils in the environment
- thematic craft
- Father’s Day Card
- thematic craft
- Monter sur un elephant
- Sous le chapiteau
Math-Measurement
Math-Geometry and
Spatial Sense
Math-Patterning and
Algebra
Math-Data
Management and
Probability
Science and
Technology
Social Studies
Visual Art
Music
- Ma BMX
MD/ms D02/129 2007 06 12
- 129 -
MD/ms D06/130 2007 06 12
- 130 -
Combined Grades
Making Connections
Ideas for Split Grades
This is by no means meant to be a complete list, but is a suggestion of some
ideas that might work in your split grade classroom. After all the split grade
workshops are complete, a new list of ideas and strategies will be created,
using your input, and sent to all teachers of split grade classes.
Student selection behaviour challenqes
-
-
students should be selected for the class who can work independently and
without direct instruction for specific periods of time
students should be grouped with others of somewhat similar ability if you
have one group much smaller than another (ie: you have only 8 grade 4's
then they should be of similar academic achievement or the teacher ends
up with a "split within a split")
students should not have behaviour concerns beyond the norm as they
will consume your time that is better spent with either one grade or the
other
incorporate Tribes activities to build classroom atmosphere
use a group/individual responsibility class chart to track material
build in incentives for each group, perhaps a point reward system
team-teaching and trading off subjects with other staff
integration of classes, even if just one period per day
Resources and repetition of material
-
speak to the previous year’s teacher when possible to gauge what
activities the students completed and what skills they learned to avoid
obvious repetition of work and activities
-
speak to administration regarding lack of resources or texts fo a particular
grade and they can perhaps guide you to a source for these material such
as another teacher or even another school. They may even provide
limited funding for certain curriculum related resources
-
if resources are really limited and you had only the lower grade level
materials then it might take some imagination to extend the work to a
higher level in order to meet the needs of the higher grade curriculum
-
some repetition might be inevitable particularly if you are teaching the
same student or group for the second time. In these situations you might
need to put a different and somewhat newer or more challenging for
those “second time round” kids
MD/ms D06/131 2007 06 12
- 131 -
-
invite the students themselves to find different ways to deal with the
same activity in art or drama or music and you might be surprised where
they take that idea
-
speak to other teachers in straight grades that have the same curriculum
needs as your particular split and offer to share your ideas in exchange
for theirs. You could trade rubrics, reading comprehension questions,
tests or quizzes and then you would have a new resource or at the very
least a different resource that you could modify to your classroom needs
-
with a split grade you won’t need whole class sets of most texts and
resources so you might be able to persuade others to share some of their
books with you or perhaps with a generous budget you might be able to
purchase smaller quantities of texts and resources to suit your class
needs
-
file everything that you use so that you know what has been covered with
each group. ie. Math by stands
Physical Classroom set-up
-
some teachers choose to segregate the two grades at the beginning to establish
rules and social skills and get a team feeling amongst the same grade students
-
others choose to mix the kids up right from the beginning to set the tone of a
co-operative environment
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however you choose to set the students up be sure you have a place to gather
them when it's time to meet with one grade or the other as it is difficult to teach
a lesson to one, grade 4 when they are scattered among the other grade who
may be working on something completely different (which may also be
distracting)
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have a homework board with different columns or sections for each grade and
perhaps even different colours of chalk to help them distinguish one group's
homework from the other
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If you have lots of bulletin board space you might choose to dedicate one board
to each grade (ie: one for their current social studies or science concept)
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if space permits, desks in circular pattern around the room.
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have grade blocks facing their own board space
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EQAO Testing
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take advantage of the 40 minutes a day that one grade is out of the room
(hopefully) , doing French and use this time to reinforce skills that will be
necessary with the 3's and 6's for the testing in May
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If you have, for example, more grade 4's than 3's don't gloss over grade 3 topics
and activities to keep the 4's from getting bored. The testing requires a lot of
skill development from the 3's and regardless of how few there are they still
need every advantage you can give them
Scheduling Teaching Time and Preventing Chaos
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If you have input into your schedule try to have as many blocks of time together
as possible as it is difficult enough teaching a split without having the students
popping in and out every other period for another class
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if a same grade teacher is showing a science or social studies movie perhaps you
could arrange to send one grade over to watch it during that time as well. This
will save you having to show the movie to a grade that is not interested and it
also gives you some time alone as a group with the other students.
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if your students are mixed together it is wise to have a designated spot for one
grade to go when it is time to do a lesson with them. This will help direct their
attention to you more easily and keep it off the students doing a variety of
activities around them
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Use different colours of chalk or markers when doing charts or lists that relate to
one particular group as this will keep them from confusing each others activities
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try scheduling your academic or 'fun' activities in similar time spots to other
same grade teachers. This makes it easier to share kids when you have special
events, movies or activities
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if possible during "junior assemblies" try sending your 4's with another teacher
and enjoy some time with your grade 3's or do the reverse in a "primary
assembly" and enjoy some time with your grade 4/5 (this might require pay
back at a later date)
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always have something meaningful 'on the go' in your classroom that students
can go to work on while you are with the other group. This makes it easier to
focus on one grade and not be constantly running to the other grade to keep
them busy
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role play and model good behaviour while you are working with the other group
of students. They need to see how their behaviour affects students in the other
class who are trying to learn
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establish early on that unnecessary interruptions are not acceptable and allow
for some independence or set up a routine for going to the washroom or getting
drinks
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run some Math strands at the same time
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when using centres, colour code them by grade and/or provide enrichment
activities for the upper grade
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stagger some of the subjects, like Social Studies and Art.
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class time must be split between the grades
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merge subject matter per curriculum area where ever possible, ie. Computers,
Math, Language
MD/ms D06/134 2007 06 12
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Combined Grades
Ideas for Independent Work
One of the challenges of combined grades is to provide one group of students with
valuable independent work to do while the other group is working with the teacher.
During the combined grades workshops we brainstormed possibilities! Here they
are! Many of the ideas will work in different grades so they are presented in a single
list.
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Activity centers
Computer work (math, language, CCC, hyperstudio, CD ROM research, Internet,
practice keyboard skills, bookshelf assignment, keyboarding to publish drafts,
create crossword puzzles for the unit, Sim City, Crocodile clips, AutoCAD for
kids, etc.)
Complete art projects (drawing, scrapbooks, collage, beads, pebble mosaics,
puppets, art bins, diorama, sketch books, etc)
Individual or partner reading to meet set goals
D.E. A. R. time (Drop Everything m1d Read) or S.Q.U.I.R. T. (Silent Quiet
Uninterrupted Individual Reading Time)
SRA box or lab
Independent reading cards
Vocabulary and dictionary skills or games
Create or do jigsaw puzzles connected to curriculum
Animated literacy activities
Math manipulatives, math problems & games that go with the unit
Independent writing (creative, reports, journals, script, cursive writing, peer
editing, process writing, etc.)
Letter writing
Review worksheets
Book reports, novel studies
Hamburger booklets
Create storybooks to share with younger students
Research, reading for information
Plan & practice drama/skits/songs in any subject area
Social Studies story boards
Have a student "expert" for the day to provide help for the others
Have parent volunteers help edit stories, listen to reading, supervise seatwork or
an experiment
Cut & sequence & paste animal or plant life cycles or other phenomena
Watch video quietly at the back of the room or hall, make jot notes, fill in
graphic organizers, or answer questions
Listening center (music, nature sounds, books on tape)
Make plasticine models of. ...
Concentration game to match concepts
Create fact games to review content
Graph data
Bell work, board work, or a "To Do..." list
Make content appropriate riddles with clues for others to answer
Short reading comprehension activities
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Mathematics practice sheets
Spelling exercises
Flash cards (Create or use)
Title page for unit
Copying notes/definitions from the board/from laminated sheets/from overhead
(Think about using a method where you can keep the notes from year to year!)
Illustrate notes
Create the procedure for a science experiment to investigate a question
Create questions for others to answer
Activity box using current unit theme: games, puzzles, challenges, word search,
colouring, problem of the week, crosswords, scrabble, boggle
Practice printing or handwriting
Phonics booklets
"All About Me" activities
Partnership with other teachers, parent volunteers, or the librarian
Have parents or guest speakers visit to talk about subject related careers
Team building activities
Technology/building center (K'nex, Lego, Tinker toys, etc...)
Manipulative/exploration centers
Sorting Center (natural objects, types of words, etc...)
Tangrams
Wipe off sheets
Calculator drills
Extra credit worksheets
Study buddies
Scavenger hunt
Unfinished work folder or corrections
Current events center with the newspaper
Design process: diagrams for circuits, mousetrap cars, bridges, pneumatic
launchers, inventions, etc.
Provide motivational incentives for independent work
Assignments based on students own experience so they don't need teacher input
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Tests or review exercises
Mind maps
Brainstorming
Textbook seatwork (individually or in partners)
Reflection portfolio
Preparing for or writing laboratory reports
School service
Jigsaw: students teach each other
Team teach for labs
Draw and label science diagrams
“Wonderful Word" Appleworks
Alternate laboratory day and seatwork
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MD/ms D06/136 2007 06 12
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Les classes combinées en immersion française
Première année, deuxième année:
Avantages:
• les élèves de deuxième connaissent déjà les routines
• les élèves de deuxième connaissent mieux le langage français
• les élèves de deuxième assistent en tant que chefs de groupes, ou
comme petits professeurs (donnant ainsi un meilleur sens de confiance en
soi)
• les élèves de Première apprennent le français plus vite car ils entendent
les deuxième qui parlent seulement le français, dès le début de l’année.
• les élèves de Première comprennent les directions plus facilement car ils
suivent ce que font les deuxième
Désavantages:
• les élèves de Première commencent en septembre avec aucune
connaissances de la langue française, alors que les deuxième ont déjà eu
une année scolaire en français
• les élèves de deuxième sont obligés de revoir encore les leçons simples
de vocabulaire (les couleurs, les objets de la classe, etc.)
• les élèves de Première n’ont pas acquis assez de vocabulaire pour
travailler indépendamment
• le programme de Première commence avec l’accent sur la communication
orale
• le programme de deuxième année commence avec : la communication
orale, la lecture, et l’écriture
Stratégies d’enseignement pour niveaux combinés
• organiser les pupitres par niveaux (les élèves de Première années placés
ensemble et les élèves de deuxième places ensemble)
• ou organiser les pupitres en groupe mixtes avec au moins un élève de
2ieme dans chaque groupe
• suivre des unités qui fonctionne bien ensemble (voir Naviguer les classes
combinées)
• trouver un système qui indique que l’enseignant(e) travaille avec un
groupe, qui indique aussi de ne pas déranger l’enseignant(e) p.ex.,
enseignant(e) porte un chapeau drôle
• pratiquer les routines et les transitions
• pratiquer comment travailler indépendamment ou en petits groupes
(p.ex., A qui doit-on demander des questions?)
• système de renforcement positif afin d’habituer les élèves a travailler en
silence ou a voix basse
MD/ms D06/137 2007 06 12
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Langage
• les attentes sont souvent semblables à tous les niveaux, mais les élèves
de deuxième font du travail plus avancés
• si les élèves commencent avec la date et une phrase dans leur journaux,
les 2iemes peuvent écrire trois phrases
• le programme de la phonétique animée s’applique très bien aux classes
combinées avec des activités pour chaque niveau, on travaille le même
son, mais les activités sont variées
• le travail en centres d’apprentissage te donne du temps libre pour
travailler avec un niveau ou l’autre
Mathématiques
• Chenelière, Accent Mathématique est divisé en unités qui fonctionnent
bien ensemble, les leçons de Première année s’intègrent bien avec les
leçons de deuxième année
• faire une leçon initiale pour toute la classe, envoyer les élèves de
Première travailler sur cette leçon, et prolonger la leçon pour les
deuxième, pour ensuite les travailler individuellement sur la leçon
• faire des rotations d’activités combinées de math, voir les exemples dans
les banques d’activités à niveaux combinés
Sciences et études sociales;
• toute la classe travaille sur les attentes des deux niveaux
• mais seulement notez les élèves selon les attentes de leur niveau
• Alternative en sciences: un mois (système vivants (1iere année), le
prochain mois, (système vivants (2ieme année))
• impossible de couvrir toutes les attentes, couvrir seulement les attentes
globales/générales
• voir les deux programmes/ressources en sciences (p.ex., en Science et
Technologie , Chenelière et les unités produits par le conseil)
• utiliser certaines ressources durant une année scolaire et d’autres
ressources l’année suivante afin d’alterner, au cas ou certains élèves se
retrouve dans la même classe deux années consécutives
• les études sociales: donner quelques projets à faire à la maison
MD/ms D06/138 2007 06 12
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Quelques pensées
Comment organiser les classes mixtes? Élèves faibles/forts/moyens?
Combien d’élèves de chaque niveau fonctionnent bien ensemble
Comment parler aux parents qui ne sont pas contents du placement de leur
enfant en classe mixte?
“Première et deuxième en immersion c’est le pire”
Une 3 et 4ieme année fonctionne bien car les 4ième sortent pour l’anglais,
cela donne du temps au professeur de travailler seulement avec les 3iemes
(p.ex., EQAO)
MD/ms D06/139 2007 06 12
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Classroom Management
Split Grade: 1 / 2
Teacher Facilitator: Jewel Ellis
Topic:
Classroom Set-Up
Good Idea / Try This. ..
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mix 1 grade 2, with each group of grade 1 's
separate grade 1/ grade 2 groupings
large group meeting place
change grouping / seating each month / every 2 months
grade 1 's facing the front
grade 2's facing the side-board (depends on class set up)
if 2's separate from 1 's movement from teacher to desk causes less
disruption
centre buckets -share stuff from centre of desks
use peer tutor/"expert"
use individual strengths
caddies for resources
Challenges / Questions
Who has room for centres?
• don't have as many if it seems overwhelming
• 1 table: puzzles, hand activities, math/language activities
• centre shelf - get materials from it for language (or math), take back to
their desks magnetic letters, booklets, materials to make
booklets
• easel - painting
• 1 table - craft supplies available on a shelf no room? ... take back to
desks
Topic: Scheduling and Time Management in Class
Good Idea / Try This. ...
• while doing a lesson with one grade, be sure other grade is working on an
activity that does not require guidance from teacher (any problems, ask 3
friends!)
• hats - gr. 1 hat, gr. 2 hat
• invisible sunglasses so children don't disturb teacher working with a
group
• structured vs unstructured free time/ catch-up
• use egg-timer to rotate computer groups
• built-in º finish work before go to free-time activity
• parent volunteers/co-op
MD/ms D06/140 2007 06 12
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Challenges/Questions
How do you fit everything in?
Alternating groups back and forth all day long... and don't be discouraged
if some days it doesn't fit in. Some days are like that.
How do you deal with students who don't complete homework?
Use recess time for catch up. Don't send a lot of homework home. If
there is a lot, then teacher needs to have contacted the parents before it
is sent home. Home and school should work together. Try to allow some
time in the week, just to catch up on marking, giving the "slow pokes" a
chance to catch up, students make corrections etc. - others can be at
activities the teacher doesn't have to see or mark.
Ketchup & Vinegar Period
What do you do with early finishers?
Have centres in the room where they can get other materials. It can just
be shelves - booklets, puzzles, math bins, colouring+/. story, painting
+/- story (story is important)
Topic: Student Mix and Student Behaviour
Good Idea / Try This...
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place good independent workers in splits
don't put unknown kids in splits
pair-up with another teacher
use librarian, co-op students, reading buddies, volunteers
centres in bins
pair up students: stronger students with weaker ones
"Eat the Marshmallow" - waiting makes you smarter
If you eat too many marshmallows - oops! You have to take a nap (put
your head down, etc.)
• Red Light / Green Light
Class building - Grade 2 high or low
What about 2's who need Gr. 1 work??
You would give your "low" grade 2's extra help or reinforcement in a
straight Gr. 2 class. Do the same in a split. Unfortunately they may not
be able to fit into the grade 1 program so the teacher may have to plan
"other work" for this group. If you give them grade 1 work when do they
"catch up"? You need to know what your goals are for these students
right from the start.
Seating - all 1, all 2 or mixed?
Teachers seemed to do a variety of things that was best for their
students. Mixing students certainly helps the "atmosphere" of the
classroom. Grade 2's also help the ones with routine tasks.
MD/ms D06/141 2007 06 12
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What happens when your-school is small and you have no choices?
"Grin and bare it!" What can you do? Resort to all the thing you would do
in a straight class with a "mixed bag" of students. Its an extremely
difficult situation. Get outside help to work with students (parent
volunteers) while you are teaching. First year teachers need a mentor in
the school or one with a similar grade.
Out of area move-ins?
Slide them into your program as you would in a straight grade..
"Buddy-them up" with a reliable student to assist with routines and
reminders of teacher's expectations.
Identified students?
Need outside help to come in and assist or take students out of room.
Gives everyone a break.
Topic: Resources and Repetition and Curriculum
• repetition isn't always bad
• "Familiarity breeds content'!
• similar content + separate expectations
• 1's do similar input- keep 2's a little longer to present more. + review
(not everything)
• make grade 2's experts
• share resources with teachers who have a straight grade
• open ended worksheets to take all children's extension
• one room school house all over again
Grade One's have to hear Grade 2 material if doing large input? (and they
will only grasp what they are ready for).
Children understand if you explain to them the situation, e.g. "Grade 1's,
I need you to be patient for a few minutes while I explain some grade 2
work” If the input is longer than a few minutes, the grade 1's shouldn't
be there in the first place but involved in a meaningful activity at their
own desks.
Independent - Appropriate - Meaningful Work (not busy work) as other
group with teacher.
Use material on subject matter the students are learning.
Organizing enough of the hands on stuff.
Gathering all appropriate resource to meet 2 grades.
MD/ms D06/142 2007 06 12
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Are the 1's going to repeat stuff next year? (e.g, trips) talk to last year's
teachers.
Grade appropriate trips should be organized with those teachers teaching
either the grade one or grade two classes. If this is not possible, then the
teacher must carefully select the field trip. This may be the year to try
something new rather than the old "stand-by", Even if children repeat a
trip, they will gain something new from it every time. Give students a
reason for going before you leave. Different objectives for the different
grades. Besides -as adults -don't we enjoy going back to experience again
a trip we enjoyed the first time?
Do trips by division + rotate sites.
Planning with same grade teachers.
MD/ms D06/143 2007 06 12
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Yes! Yes! Yes!
Classroom Management
Split Grade: 2 / 3
Teacher Facilitator: Richard Hawthorne
Topic: Grade 2.3 EQAO
Good Idea/Try This ...
• parent volunteers to withdraw students to do problems of week with
emphasis on pictures, numbers, words
• work on Gr.3 testing units from previous years to work through together
• give parents a test to try so they know what their child is facing
• send one question home each week from last year's test to practice
• math journals. number - pictures - words
• try not to refer to it as a test - call it "final performance" - dress rehearsal
all year
• keep it fun
• stay calm
• if you have a small group of 3's send to a teacher with straight gr. 3
• teach curriculum - oral component - new Nelson Reading materials are
excellent based on curriculum expectations
• students must be able to orally describe their work - application
• pictures in math component
• multiple choice
• learn to show work - teach them how
• previous EQAO's - once a term
• order math workbooks (SCC accepted cost) Quest 2000 deals well with 5
strands 5 strands/language based send home
• learn to use spell check on computers - workshops prior to release in
paper
• complete personal dictionary from Day 1
Grade 2's -where?
Try librarian, get your principal involved, SERTs, timing
Topic: Curriculum, Tracking and Assessment
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assess overall expectations
find common expectations
integrate as much as possible
separate class list for tracking
use "flip-chart" codes on tracking/assessment sheets
prepare "performance pieces" that will be used for formal evaluation
purposes
• short intense units for overall expectations e.g. Time
MD/ms D06/144 2007 06 12
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rubrics for students - self-assessment (How did I do?)
clip board for check lists while circulating
self-evaluation, peer evaluation, group evaluations
portfolios
observation sheets
curriculum flip charts
parent comments/evaluation
3 way conferencing
highlight appropriate rubric level
on a class list put your outcome at the top - if student has met that
outcome U
(blanks mean student has missed the concept) identifies when a lesson
needs re-teaching
• Quest 2000 Assessment Master - mark it; on reverse side of assessment
paper, copy rubric from Teacher's guide and send home to be read &
signed by parent
• check daily work
Topic: Student Mix and Student Behaviour
Good Idea/Try This...
• groups by grade ~ activities
• mix kids to avoid chatting -kids can get to know each other, so there's no
rivalry between the grades
• allow time for subject transition
• noise metre
• school wide incentives for positive behaviour, rewards - "hotbucks" or
tokens
• buddy systems
• ability groupings contract - mingle bright/independent with lesser ability
neighbours
• mixed seatings -2 with 3
• divide and conquer - low achievers at front (focus, vision, hearing,
difficulties); keep "social" students as far as possible from each other
• class meeting - goal setting to achieve 1 classroom goal (weekly)
Agenda: 1) things going well
2) upcoming events 3) responsibilities 4) goal setting 5) personal
concerns -approx. 20 minutes every Monday morning
• indoor voices - i.e, Chatting okay, keep level down
• "time out" area
MD/ms D06/145 2007 06 12
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Topic: Scheduling and Time Management in Classroom
Good ldea/TryThis...
• put activities requiring a lot of focus early in the day
• "closed' and "open" sign for when teacher help is available (closed during
conferences, when working with other grade..)
• stop sign for noise levels - with computer print out of daily schedule
• for noise control: 1) Red light: Silent -quiz, quiet reading, etc. 2) Yellow
light: quiet whisper 3) Green light: socially based activities
• use a timer
• play soothing music
• Grade 2 (input) new learning Grade 3 review
• schedule large blocks of time
• Day plan on board
• be organized
• teach phonics/ theme ideas at same time e.g. Gr. 2's 10 words for long e
spelled c a y - 20 words for Gr. 3's
• skill builders (duotang) same theme - different sheets for 2/3
• copy homework into agenda e.g. spelling words for the week
Topic: Classroom Set-Ups
Good ldea/TryThis...
• 2 grade 2's , 2 grade 3's at tables - kids sit diagonally to their grade
• 2's separate from 3's until January when they are better at working
independently
• Carpet area -Gr. 2 desks, Gr. 3 desks - Board: work occurs at desks;
input at other 2 areas
• Centres: reading "golden" chair - reading; free time - puzzles Lego
• sets of 2, or 4 of the same grade level or mix the levels
• no backs to the blackboard - takes less space
• maintain a large group area "carpet area"
• horseshoe groups
No carpet - dirty carpet
Order floor mats from entry/exit doors through the school custodian
supplies. Board has to clean them
Computer hook-ups permanent
Tennis balls on the bottom of the chair legs - replace every two years.
Ask the hearing facilitator to supply them if you have a hearing impaired
student.
MD/ms D06/146 2007 06 12
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Teaching to the Split
Addressing Split Grades in the Intermediates
A.J. Sullivan (taken from his PowerPoint presentation September 2006)
Organizing Two Grades
• Colour code everything!
• Grade 7s should have different coloured duo tangs for Language Arts
(Red), Mathematics (Purple), etc.
• Grade 8s should have different coloured duo tangs for Language Arts
(Blue), Mathematics (Orange), etc.
• Keep duo tangs, books, and materials separate from each other (grade
7s on one side of the room, 8s on the other)
Pocket Charts
• Each student has a pocket
• Teacher places newsletters, and other items to be sent home in the
pocket
• Teacher can also put missed/marked assignments in the pocket for pick
up
• Reduces wasted time, paper, and hand out time
• Winter Green Catalogue
Planning for a Split
Problem:
• YIKES! Double the curriculum expectations!
Solution:
• CHUNK EVERYTHING!
• Create lesson plans that integrate both grade levels and different
learning abilities
• Math and Language Arts are based on a continuum, and therefore easily
chunked
For example:
• Grade 7 Number Sense: represent, compare, and order decimals to
hundredths and fractions, using a variety of tools
• Grade 8 Number Sense: represent, compare, and order rational
numbers (i.e., positive and negative fractions and decimals to
thousandths)
• Math expectations build on another, similar to Language Arts
• Grade 7s get a new lesson, while grade 8s get a refresher – early
finishers in the grade 7 section can work with grade 8 problems
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Science? Geography? History?
• These subjects do not work on a continuum, the curricula are very
different, and troublesome to chunk
• Link the subject area into Language Arts, use reading and writing time
to review: scientific procedure, map making/reading, research skills,
etc.
• Keep your eyes open for creative, inventive, and exciting ways to
promote these subject areas
For example:
• Historica Fair, Science Fairs, independent work projects where the
teacher facilitates the learning
Reading Journals
• Students write letters to the teacher about what they are reading
• Teacher responds to the letter
• Motivates students to write, letters become teachable moments for the
students (i.e. Remember the differences between “there, they’re, and
their”)
• Never finished! So students always have something to do
Teaching Strategies
• Anchor Charts – constructed to record students' thinking about a text,
lesson, or strategy so that we can return to it to remember the process
• Mini Lessons – driven by CASI results, and Friday LA/Math Quiz each
student’s abilities are addressed in small groups while other students
work independently on Reading Journals, or a math or mapping
assignment
• Half and Half – “half” each period, while the 7s receive instruction, the
8s are working, and then switch
• Use Technology – similar to Half and Half, but while using technology
Early Finishers
• I’m done, now what?!
• Chart paper with suggestions:
- Reading Log
- Homework, missed assignments, overdue work
- Technology assignment: web searches, typing, etc.
- Put them to work!
- Clean up
- Fill Pockets
- Whatever you need done, have them do it!
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Communicating with Home
• Notice of Concern - A checklist of the most popular issues that arise in
the classroom
• Sunshine Phone Calls - To congratulate a student on a job well done
• Progress Reports - A document produced with MarkBook that helps
caregivers get a snapshot of the student’s progress, best done 1 month
before a report card to avoid *surprises*
Final Advice
• In a way, we are all multi-grade teachers, we have to address the
different abilities in our classes, some may work at the fifth grade level,
and others might be more advanced-all you can do is your best.
• Make sure to always make time for yourself, do what you need to do to
relax, and try not to bring the work home with you!
MD/ms D06/149 2007 06 12
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MD/ms D06/150 2007 06 12
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Combined Grades Situations
Situation #1
During their conference in December, Jason's parents express concern that their
son's reading mark is low because you have not spent the time with him that he
needs.
They feel that your time is divided because you teach a combined grade. How do
you respond?
Suggested Solutions to Situation #1
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contact parents BEFORE the December report card and interview, especially if
students demonstrate weakness in achievement or progress
acknowledge the parent's concern and agree that your time is limited
explain that teachers have similar numbers of students whether the class is a
combined grade or straight grade
teachers do not have control over class sizes
focus on the child's needs and not on the class as a whole
review curriculum expectations with the parent to show how the program is
meeting the expectations for the grade level
discuss ways to make home and school partnerships e.g. homework club,
reading log or contract, daily reading time at home, offer remedial assistance
with SERT, EA or volunteer, ask for ideas for improving reading from the parent
and student, recommend a tutor if appropriate (the tax rebate could be used for
this!)
review past achievement and records and if necessary, refer the student to any
specialized programs that exist in the school (First Steps Reading) -ask for
permission for testing if this is found to be an ongoing problem
offer high interest/low vocabulary books and other reading resources available
explain when the extra help is offered in your class
MD/ms D06/151 2007 06 12
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Situation #2
At Curriculum Night in late October, Sharon's mother expresses her concerns about
the curriculum.
In front of a large group, she asks how you intend to cover all the curriculum
expectations for both grades in Science and Mathematics.
How do you respond?
Suggested Solution to Situation #2
-
have an outline of your long range plans available for parents to see, this will
demonstrate that you considered the expectations in your planning
have curriculum documents available in your classroom
demonstrate the difference between overall & specific expectations and subject
strands
key in on overall expectations and any overlap between grades
all of the overall expectations will be addressed by the end of the year
explain that not ALL expectations will be addressed individually, rather, several
expectations at a time can be addressed by the assigned activities
explain how there will be communication with home regarding the program e.g.
newsletters, websites, communication books
explain that you are communicating with previous grade teachers and reviewing
curriculum implementation in division or grade-alike meetings (if this is
happening in your school)
MD/ms D06/152 2007 06 12
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Situation #3
Report cards are due in the office in less than two weeks. You have not finished
teaching some of the major math expectations that you are planning to report on
for one of your grades.
What strategies would allow you to teach the math expectations for one grade
without assigning "busy" work to the other grade?
-
-
peer tutoring the higher grade teaching the lower grade
mix concepts from all of the strands using integrated activities and math
journals
teach the concepts over a few "math days" when you make the subject the main
focus of all the activities
review and adjust your long range plans and ensure you are watching the
timelines carefully
use Co-operative Learning strategies to present the new information so that
students are teaching and learning from each other
the other grade does extensions, review, enrichment through problem solving,
reinforcement of concepts through math games and brain teasers -correlate the
teaching of the strands
seek assistance from the SERT or EA's or the Resource Librarian to provide you
some extra time with the students who need to learn the new concepts
MD/ms D06/153 2007 06 12
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Situation #4
At your school there are straight grade classes as well as your combined grade
class. Both of the teachers with the straight grades have indicated to you and the
parents that they are running centre- based programs for some areas of the
curriculum. You believe in the developmental theory around centre-based
programs.
How will you deliver the same kind of program considering your combined grade?
(Planning, organizing, monitoring)
-
-
-
-
use practice, testing and review worksheets for both grades as one centre
use parallel themes and have both grades move through centres based on the
Multiple Intelligences
all students use folders with different activities depending on the grade (this also
works well for students who need accommodations and modifications in either
grade)
share centre creation and resources with the other teachers
run the same centres but have different assessments for the two grades e.g. use
different rubrics for the same activities
some subjects lend themselves to blending e.g. problem solving in math, drama,
novel studies, some science strands
use student leaders to run some groups -older students "teach" younger
students the concepts which provides an introduction for the younger ones and a
consolidation of the concepts for the older students
alternate between grades for the centres -one day the upper grade is using
centres while you give direct instruction to the lower grade and then switch the
following day
have your class team with the classes from the straight grades and make your
classroom the place for one or two of the centres from each grade level
MD/ms D06/154 2007 06 12
- 154 -
Situation #5
In a division meeting which includes your Principal, you are asked how you are
planning to tap into the people resources which may help to support your program.
You have considered the resources available in your school and community. How do
you respond?
-
E.A. as and volunteers could be attached to the class and not individual students
Big and Little Buddy program -students are "people" too!
attach a division to a corporation/company in the community
send out a survey to review the professions represented by the parents in your
school
identify the areas that expertise is needed -be prepared to ask for something
specific when contacting community representatives
make a list of resources that tie to the curriculum and seek the people to help
find the resources
investigate service clubs and community agencies to find out what they differ
contact support services at the Board who may have contacts with the
community
find out what has been done in past years at your school, often the same people
will be willing to help the next year
find out the strengths of the people on staff - other teachers, secretaries, &
custodians often have interesting hobbies
use Curriculum Night or BBQ to develop a sign-up sheet for community
volunteers
MD/ms D06/155 2007 06 12
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MD/ms D07/156 2007 06 12
- 156 -
Resources
Caron, Jacqueline
Quand revient Septembre... Guide sur la gestion de
classe participative (Volume 1 et 2)
Cooper, Damian
Talk about Assessment Strategies and Tools to
Improve Learning
Thomson/Nelson 2007
Stiggins, Rick and
Solution Tree
Associates
Assessment for Learning Solution Tree Education
Canada Inc. 2006
Bennett, Jane &
Spencer, Heather
Chenelière mathématiques/Guide d’enseignement
multi-niveau
1ère et 2ème année
2ème et 3ème année
Ministère de
l’éducation de
l’Ontario
Combined Grades/Classes à année multiples
(excerpts included in this document)
Nadon, Yves
Lire et Écrire, Langue et Communication
Les Éditions de la Chenelière, 2002
ETFO
Split Decisions. 2001
MD/ms D07/157 2007 06 12
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Media and Technology Services
(taken from Program Services Department)
i http://www.linktoleaming.com/ (a great place to begin when looking
for internet links to integrate into your curriculum)
http://www.multiage-education.com/multia ekids/index.html
(links to web sites and resources for multi-age classrooms)
http://www.educationworld.com (Find and print lesson plans,
templates, tech integration ideas, etc for free on this site)
http://www.teach-nology.com/ (This site has a number of free
resources including links to rubrics, lesson plans and worksheets. Please
note that much of this site has recently switched to being a charged site;
but there are still free areas)
http://www.starfall.com/ (a wonderful site for primary teachers to
integrate technology into their literacy curriculum)
i http://www.teachervision.fen.com/ (sign up for a free 7 day trial
membership and download a number of lesson plans, rubrics, graphic
organizers, etc)
http://www.schoolhousetech.com/ (free downloadable resource
creating software)
http://www.teachernet.com/bulletinboard/index.tm
pl?command=showpage& bbn=multiage%20classrooms (Online
teachers community for teacher's of multi-age classrooms to discuss
issues and challenges and share ideas)
http://www.nt.net/~torino/novels3.html (novel study guides for a
variety of age groups)
http://www.tl1ecanadianteacher.com/tools/ontario/wizard/
(free website to create rubrics)
i http://www .internet4classrooms.com/teachertools.htm (printable
time savers)
i http://www.eworkshop.on.ca/
http://www.planificateur.org/ (Numerous lesson plans for all
subjects for all grade levels including combined classes, the English
version of this resource is the Ontario Unit Planner)
MD/ms D07/158 2007 06 12
- 158 -
Fantastic Web sites for French Immersion Schools
You may put these web sites into folders in your “Bulletins” icon on our
desktop. Every time a teacher (or student after checking with the teacher
first) finds a useful and educational website, you may open the folder and
drag it into the folder so that everyone in the school can enjoy them. Some
of these sites have links to GAMES which will need to be unblocked by a
siteadmin. You may also find new web sites in the monthly CASLT
(Canadian Association of Second Language Teachers) newsletter.
TFO at www.tfo.org/horairescolaire (Téléfrançais Ontario) is an amazing site
that the DDSB has purchased rights to use for teacher, students and
parents. It has resources for teachers that they can download, as well as
interactive games for students and parents. Teachers in their schools have
the ability to bring up any TFO program and show it to their students at
anytime, as well as a down loadable version of the teacher’s guide that
accompanies many programs.
Dictionnaires bilingues
http://www.le-dictionnaire.com/
http://lexilogos.com/francais_langue_dictionnaires.htm
www.websters-online-dictionary.org
www.logosdictionary.org
http://www.crieur.com/index.php
www.futura-sciences.com
Jeux de maths
1e et 2e années:
www.csdm.qc.ca/petite-bourgogne/signet/signetsmath.htm#1e
http://perso.wanadoo.fr/jeux.lulu/index.htm#jeux%20pr
3e et 4e années:
http://www.csdm.qc.ca/petite-bourgogne
Sudokus:
www.sudoku.koalog.com
www.sudoku129.com
Triangles:
http://juliette.hernando.free.fr/triangles.php
MD/ms D07/159 2007 06 12
- 159 -
Miscellaneous maths
http://1000conversions.com/
http://www.webmomes.com/pages/introjeux.htm
http://membres.lycos.fr/francoisloric/
http://www.jlsigrist.com/
http://cemc.uwaterloo.ca/mathfrog/mainfr.shtml
* as siteadmin you may have to unblock some of the links from this site
http://www.recreomath.qc.ca/banque_prob.htm
http://www.fse.ulaval.ca
http://stmathieu.csp.qc.ca
www.csdm.qc.ca
http://www.parcours.qc.ca/imaths/
http://centraledesmaths.uregina.ca/
http://mathcentral.uregina.ca/rr/dictionary.html
Météo (weather)
http://galileo.cyberscol.qc.ca/InterMet/main/menu_par_sujet.htm
http://www.meteo.org/canada.htm
http://www.meteonet.org/
http://euromet.sca.uqam.ca/~apmq/cahier1/station.html
http://www.educnet.education.fr
http://www.meteomedia.com/
http://www.pulse24.com/Front_Page/page.asp
Moyen âge (middle ages)
http://www.enluminures.culture.fr/
http://www.sarane.epices.free.fr/histoire.htm
http://www.unesco.org/culture/silkroads/html_fr/activity.shtml
http://ecole.sables.free.fr/Personnage/Marcopolo/marcopolo.htm
http://www.cssh.qc.ca/projets/carnetsma/Contenu.html
http://perso.wanadoo.fr/gfvimoutiers/vitrail/viequot.html
http://www.instrumentsmedievaux.org/eng/index.htm
http://membres.lycos.fr/preuxchevaliers/heraldique.html
http://blasons.free.fr/heraldique/herald.html#herald_som
http://www3.sympatico.ca/isabelle.aube/presentation.html
http://pages.infinit.net/folken/medieval/tableauevolution.htm
Musique
http://www.takatrouver.net
http://www.kidadoweb.com
http://www.songsforteaching.com/frenchsongs.htm
MD/ms D07/160 2007 06 12
- 160 -
Noël
http://www.lululelutin.com/
http://www.yakeo.com/fr/noel/
http://www.branchez-vous.com/noel/contes.html
http://collections.ic.gc.ca/matawinie/noel/principale.html
http://www.callisto.si.usherb.ca/~97630950/contes.html
http://www.joyeuse-fete.com/joyeux-noel/contesdenoel.html
http://www.jecris.com/TXT/NOEL/
http://www.vivenoel.com/plan.htm
http://www.lettre-du-pere-noel.com/news_1.html
http://www.joyeuse-fete.com/joyeux-noel/perenoel.html
http://www.joyeuse-fete.com/joyeux-noel/noelsymboles.html
http://www.noel-vert.com/pere-noel.php
http://preparer.noel.free.fr/origine_noel.htm
Olympics
http://caslt.org/research/olympics.htm
http://www.olympicschool.ca/
Phys Ed & Health
http://www.active2010.ca/
http://www.pausetoplay.ca/fr/index.asp?content=flash
http://www.education.gov.ab.ca/french/M_12/default.asp
http://www.edu.gov.on.ca/eng/teachers/dpa.html
http://www.plaisirslaitiers.ca/fr/consumers/home
Teacher Sites
http://www.defimath.ca/guides.html
http://www.defimath.ca/mathadore.html
http://zonemath.csmv.qc.ca/
http://zonemath.csmv.qc.ca/
http://www.acelf.ca/c/outils/banque/default.html
http://www.inspirelearning.ca/
http://www.safety-council.org/CCS/findex.html
http://www.internet4classrooms.com/teachertools.htm
http://www.linktolearning.com/
http://www.cprp.ca/
http://station05.qc.ca/csrs/BouScol
http://www.planificateur.org/
Internet & Research Skills
http://www.ebsi.umontreal.ca/jetrouve/
MD/ms D07/161 2007 06 12
- 161 -
Science
Rocks & Minerals
http://www.nrcan-rncan.gc.ca/inter/index.html
http://www.webmineral.com/
Science Terms
http://w3.hwdsb.on.ca/
Études Sociales
Provinces and Territories
Québec: http://www.bonjourquebec.com/
Ontario: www.gov.on.ca
Alberta: http://www.gov.ab.ca/home/index.cfm
Colombie Britannique: http://www.gov.bc.ca/bvprd/bc/home.do
Nunavut: http://www.gov.nu.ca/
Nouvelle Écosse: http://www.gov.ns.ca/
Nouveau Brunswick: http://www.gnb.ca/
Terre Neuve: http://www.gov.nf.ca/
Saskatchewan: http://www.gov.sk.ca/
Territoires du Nord Ouest: http://www.gov.nt.ca/
Yukon: http://www.gov.yk.ca/
Manitoba: http://www.gov.mb.ca/splash.html
Ile du Prince Edouard: http://www.gov.pe.ca/
http://www.childrensatlas.com/Maps
http://www.mrn.gouv.qc.ca/cartes/index.jsp
Les communautés
http://www.rural.gc.ca/ruralteam_f.phtml
http://www.statcan.ca/francais/freepub
http://www.gecdsb.on.ca/d&g/ss1/ss/social_s/CWC3.HTM
Les Pionniers
http://www.collectionscanada.ca/premierescommunautes/jeunesse
http://www.projects.yrdsb.edu.on.ca/pioneer/home_fr.htm
http://www.collectionscanada.ca/settlement/kids/
Les Animaux
http://www.speciesatrisk.gc.ca/default_f.cfm
MD/ms D07/162 2007 06 12
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Français (general, misc.)
http://www.20q.net/
http://www.ashcombe.surrey.sch.uk/Curriculum/modlang
http://www.csdm.qc.ca/recit-adapt-scol/Coffre/Rentree
http://www.orbilat.com/Languages/French/Grammar/
http://www.lechateaumagique.com/francais/index.asp
http://www.literacycenter.net/lessonview_fr.htm
http://www.monpif.ca/
http://tv5.org/TV5Site/lf/langue_francaise.php
http://www.parcours.qc.ca/grammaire/
http://old.webdepart.com/service.jeux.asp
http://www.le-dictionnaire.com/
The bibliography in the following four pages is taken directly from the French
version of the publication entitled Combined Grades: Strategies to Reach a
Range of Learners in Kindergarten to Grade 6. (Classes à années
multiples: Stratégies pour rejoindre tous les élèves).
MD/ms D07/163 2007 06 12
- 163 -
BIBLIOGRAPHIE
Bennett, B. et C. Rolheiser. 2001. Beyond Monet: The artful science of instructional integration.
Toronto : Bookation.
Conseil Scolaire Francophone de la Colombie-Britannique, Secteur des services pédagogiques.
1999. Cahier d’information : Orientations et stratégies pour le développement des écoles secondaires
du Conseil scolaire de la Colombie-Britannique. Richmond (C.-B.) : Conseil scolaire francophone
de la Colombie-Britannique.
Cormier, Marianne. 2005. La pédagogie en milieu minoritaire francophone : une recension des
écrits. Ottawa : Fédération canadienne des enseignantes et des enseignants.
Edmonton Public Schools, Resource Development Services. 1999. Combined grades manual: 4/5.
Edmonton : Edmonton Public Schools, RDS.
Éducation, Citoyenneté et Jeunesse Manitoba. 2004. Indépendants ensemble : Au service
de la communauté apprenante à niveaux multiples. Winnipeg : Éducation, Citoyenneté et
Jeunesse Manitoba.
Fédération des enseignantes et des enseignants de l’élémentaire de l’Ontario. 2001. Split
Decisions: The reality of combined grades in Ontario in 2001. Toronto : ETFO.
www.etfo.on.ca/attachments/Splitdecisions.pdf [en anglais seulement]
Fédération des parents francophones de Colombie-Britannique. 2004. Module 3 – Cahier
d’information : Les classes à niveaux multiples, révisé. Vancouver : Fédération des parents
francophones de Colombie-Britannique.
Feldman, J. et P. Gray. 1999. « Some educational benefits of freely chosen age mixing
among children and adolescents », Phi Delta Kappan, 80 (7), p. 507-512.
Fosco, A. M., R. Schleser et J. Andal. 2004. « Multiage programming effects on cognitive
developmental level and reading achievement in early elementary school children »,
Reading Psychology, 25 (1), p. 1-17.
Fosnot, C. T. et M. Dolk. 2001. Young mathematicians at work: Constructing multiplication
and division. Portsmouth (N.H.) : Heinemann.
Gaustad, J. 1997. Building support for multiage education. ERIC Digest (ED409604).
58
CLASSES À ANNÉES MULTIPLES : STRATÉGIES POUR REJOINDRE TOUS LES ÉLÈVES
Gibbs, J. 2001. Tribes: A new way of learning and being together. Windsor (Calif.) :
CenterSource Systems.
Groupe d’experts sur les élèves à risque. 2003. La littératie en tête de la 7e à la 12e année :
Rapport du groupe d’experts sur les élèves à risque. Toronto : Ministère de l’Éducation de l’Ontario.
Hargraves, E. 2001. « Assessment for learning in the multigrade classroom », International
Journal of Educational Development, 21 (6), p. 553-560.
Kinsey, S. 2001. Multiage grouping and academic achievement. ERIC Digest (ED448935).
Landry, Rodrigue. 2000. Pour une pédagogie actualisante et communautarisante en milieu
minoritaire francophone : Actes du colloque pancanadien sur la recherche en éducation en milieu
francophone minoritaire – Bilan et prospectives (Moncton, novembre 2000). Moncton (N.-B.) :
Centre de recherche et de développement en éducation.
Leeds, A. et D. Marshak. 2002. Teaching and learning in the intermediate multiage classroom.
Lanham (Md) : Scarecrow Press.
Lolli, E. M. 1998. « Multiage magic », Primary Voices, 6 (2), p. 10-17.
Mason, D. A. et R. B. Burns. 1994. A review of the literature on combination classes.
Riverside (Calif.) : University of California, California Educational Research Cooperative.
cerc.ucr.edu/publications/PDF_Transfer/Student_Achievement/sa004_review_of_the_literature_
on_combination_classes/sa004_review_of_the_literature_on_combination_classes.pdf
Mason, D. A. et R. B. Burns. 1996. « “Simply no worse and simply no better” may simply
be wrong: A critique of Veenman’s conclusion about multigrade classes », Review of Educational
Research, 66 (3), p. 307-322.
Ministère de l’Éducation de l’Ontario. 2000. Summary statistical report on combined grades:
Information Management Branch elementary School September Reports, 1996-99. Toronto :
le Ministère.
Ministère de l’Éducation de l’Ontario. 2003. Guide d’enseignement efficace de la lecture,
de la maternelle à la 3e année. Toronto : le Ministère.
Ministère de l’Éducation de l’Ontario. 2005a. Le curriculum de l’Ontario, de la 1re à la
8e année – Mathématiques, édition révisée. Toronto : le Ministère.
Ministère de l’Éducation de l’Ontario. 2005b. Guide d’enseignement efficace de l’écriture,
de la maternelle à la 3e année. Toronto : le Ministère.
Ministère de l’Éducation de l’Ontario. 2005c. Guide d’enseignement efficace des mathématiques,
de la maternelle à la 3e année – Numération et sens du nombre. Toronto : le Ministère.
BIBLIOGRAPHIE
59
Ministère de l’Éducation de l’Ontario. 2005d. La littératie en tête : Stratégies pour toutes les
matières de la 7e à la 12e année. Toronto : le Ministère.
Ministère de l’Éducation de l’Ontario. 2005e. Many roots, many voices: Supporting English
language learners in every classroom. Toronto : le Ministère.
Ministère de l’Éducation de l’Ontario. 2005f. Moi, lire? Tu blagues! Guide pratique pour
aider les garçons en matière de littératie. Toronto, le Ministère.
Ministère de l’Éducation de l’Ontario. 2006a. Comment et pourquoi évaluer : document
d’appui en évaluation de la 1re à la 8e année. Toronto, le Ministère.
Ministère de l’Éducation de l’Ontario. 2006b. Le curriculum de l’Ontario, de la 1re à la 8e année –
Français, édition révisée. Toronto : le Ministère.
Ministère de l’Éducation de l’Ontario. 2006c. L’enseignement différencié : Poursuivre le
dialogue. Toronto : le Ministère.
Ministère de l’Éducation de l’Ontario. 2006d. Guide d’enseignement efficace des mathématiques,
de la maternelle à la 6e année. Fascicules 1 à 5. Toronto : le Ministère.
Ministère de l’Éducation de l’Ontario. 2006e. Guide d’enseignement efficace en matière de littératie,
de la 4e à la 6e année. Toronto : le Ministère.
Naylor, C. 2000. Split-grade and multi-age classes: A review of the research and a consideration
of the B. C. context. Vancouver : Fédération des enseignantes et des enseignants de la
Colombie-Britannique. http://bctf.ca/publications/ResearchReports.aspx?id=5560
The Ontario English Catholic Teachers’ Association (OECTA) 2001. A discussion paper on combined grades. Toronto : OECTA. www.oecta.on.ca/pdfs/combinedgrds.pdf
Pancoe, M. Thesis on multiage education. Consulté en décembre 2006.
www.multiageinfo.com/index.htm
Politano, C. et A. Davies. 1994. Multi-age and more: Building connections. Winnipeg :
Peguis Publishers.
Saskatchewan Learning. 2005. Online teaching strategies. www.saskschools.ca/curr_content/
onlineteach/instructionalstrategies/instructionalstrategies.htm
Snyder, T. 2005. « Mixed blessings – Split-grade classes: Wondering what a split-grade
means for your child? We’ve got the answers », Today’s Parent, Octobre. www.todaysparent.com/
education/general/article.jsp?content=20050831_220604_4896&page=1
Table ronde des experts en littératie. Décembre 2004. La littératie au service de l'apprentissage :
Rapport de la Table ronde des experts en littératie de la 4e à la 6e année. Toronto : Ministère
de l’Éducation de l’Ontario.
60
CLASSES À ANNÉES MULTIPLES : STRATÉGIES POUR REJOINDRE TOUS LES ÉLÈVES
Table ronde des experts en mathématiques. 2003. Stratégie de mathématiques au primaire :
Rapport de la Table ronde des experts en mathématiques. Toronto : Ministère de l’Éducation
de l’Ontario.
Table ronde des experts en mathématiques. 2004. Enseigner et apprendre les mathématiques :
Rapport de la Table ronde des experts en mathématiques de la 4e à la 6e année. Toronto :
Ministère de l’Éducation de l’Ontario.
Table ronde des experts pour l’enseignement en matière de littératie et de numératie. 2005.
L’éducation pour tous. Rapport de la Table ronde des experts pour l’enseignement en matière
de littératie et de numératie pour les élèves ayant des besoins particuliers de la maternelle à la
6e année. Toronto : Ministère de l’Éducation de l’Ontario.
TV Ontario. 2007. L’Atelier. Atelier.on.ca
Veenman, S. 1995. « Cognitive and non-cognitive effect of multi-grade and multi-age
classes: A best-evidence synthesis », Review of Educational Research, 65 (4), p. 319-381.
Veenman, S. 1996. « Effects of multi-grade and multi-age classes reconsidered », Review
of Educational Research, 66 (3), p. 323-340.
Vygotsky, L. S., et autres. 1978. Mind in society: The development of Higher Psychological
Processes. Cambridge (MA) : Harvard University Press.
BIBLIOGRAPHIE
61

COMBINED GRADES

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