In June, we will be sitting down to discuss our students’ strengths and needs to prepare class lists for September. If you have any educational/learning concerns regarding your child for next September, please put it in writing (hard copy) and submit it to your child’s teacher by May 18th. Teacher requests will not be accepted.
Our Kindergarten classes will explore the concept of probability as it relates to our everyday experiences. As the nice weather approaches, we will have more opportunities to bring our math learning outdoors. We will study measurement concepts related to capacity by using sand and water and pour, measure, fill, empty and compare measurement amounts using different types of containers and use math language to talk about our play (e.g., “My pail is half full”, “It takes three of the small purple pails to fill this big red pail”). In Language, we are learning to blend individual letter sounds and some beginning vowel-sound combinations in our reading and spelling (e.g., “cuh-a-t” says “cat”). We are experimenting with rhyming words in our writing (e.g., “If I know d-o-g spells dog, I can spell log”) and challenging ourselves to spy compound words (e.g., rainbow) in our reading. Students will explore and celebrate the beauty of God’s creation through outdoor learning and classroom plant investigations. They will learn more about God’s Earth through Old Testament Bible stories and have opportunities to act out different parts of the Mass during play and learning activities. This month’s Catholic Graduate Expectation is “I have ideas”. Students identify that their thoughts and ideas matter and recognize the importance of making good choices in daily work and play activities.
The grade ones and twos will be learning about telling time using analogue and digital clocks in Mathematics. Learning to use standard units of time takes practice and experience. When your child connects the passage of time to personal events, he or she will begin to develop an understanding of measurement terms involving duration (i.e., longer and shorter, faster and slower, first and last and before and after). The grade ones are learning about time to the “o’clock” and “half-hour” and the grade twos are expected to understand quarter-past and quarter-to-the-hour. The students in grade two and three in Ms. Zettel’s and Mrs. Whiteford’s classes will be exploring probability through everyday situations and simple games using applicable vocabulary (e.g., likely, unlikely, impossible and certain). Boys and girls continue to identify equality between pairs of expressions using concrete materials, symbols and addition and subtraction. In Literacy, Ms. Manley’s and Mrs. Loveday’s students will be examining point of view through the use of Fairy Tales. Students will discuss who is telling the stories they read (e.g., first person vs. third person) and what each character’s perspective is. Ms. Zettel’s and Mrs. Whiteford’s students are applying their schema (prior knowledge, experiences) to deepen their comprehension to summarize, infer, retell and sequence details in texts. Good readers constantly try to make sense out of what they read by seeing how it fits with what they already know.
Students in the junior division are representing and applying their mathematical knowledge and skills across the strands. The grade four students in Mrs. Da Silva’s class will use estimation to measure and record length, perimeter and area and will apply skills such as multiplication to calculate these measurements. The grade four students in Mrs. Weinstein’s class are revisiting 3-dimensional shapes in Geometry and using this knowledge to investigate surface area, capacity and volume. The grade five students will compare capacity and volume of a rectangular prism. Students in grade six are building their understanding of 3-dimensional shapes by investigating and solving problems involving the surface area of rectangular and triangular prisms. As a division, students are continuing to strengthen their reading comprehension strategies by locating specific information in the text to support their thinking and to express opinions. In grade four, students are using information from the text to draw conclusions and will cite evidence to support their opinions. The grade five students will identify a variety of perspectives in a text and will also determine which character’s view may be missing. They will use details from the text to support their thinking. In grade six, students will respond to texts by making judgements and drawing conclusions using cited and implied evidence from the text to support their thinking and opinions.
The intermediate division is working on large scale assessment strategies and reviewing concepts across multiple strands. Grade eights are continuing to look at real-life questions which involve percent (e.g., calculating tax and commission). Grade seven and eights are representing, comparing and performing operations involving integers. Grade sevens are investigating measurement and the application of formulas to calculate volume. The use of Knowledgehook as an on-line resource is ongoing in the classroom and at home to explore and improve their understanding of math concepts. In Language, the intermediates are working on inferencing skills. They are looking for explicit or implied meanings from the text to understand the author’s intent. Students will ask questions, make predictions and come up with a conclusion using supporting evidence from the reading passage. Persuasive writing continues to be the focus in their writing in the month of May. They are incorporating media techniques to persuade audiences with public service announcements, posters and commercials.