WELCOME TO MRS. KLINTSARIS’ GRADE 1/2 CLASS

CURRICULUM NIGHT

OCTOBER 2, 2014

AGENDA

A Little Bit About Mrs. Klintsaris Classroom Organization Home Communication Combined Grade Information Instructional Strategies Subjects, Teachers, and Curriculum Documents Assessments

Reporting Periods Reporting an Absence Thank you!

A LITTLE BIT ABOUT MRS. KLINTSARIS

A LITTLE BIT YOUR CHILD’S TEACHER Born in Toronto, raised in Markham. Attended Randall P.S. and Milliken Mills High School –

both in Markham Completed my undergraduate degree at the

University of Toronto in 2007 Teacher’s college at York University in 2008 7th year teaching in York Region DSB 5th year at Franklin Street P.S. Very happily married for just over 3 years now. Hope to have kids one day Love spending time with family and friends, sports,

reading, and watching movies. Teaching is my passion. I have the greatest job in the

world!

CLASSROOM ORGANIZATION

CLASSROOM ORGANIZATION

Classroom OrganizationSafe and Inclusive

Classroom Whole group

Instruction Small group

Instruction Student – Teacher

Conferences

Paired Learning Peer Tutoring Tribes Promotion of

diversity

TRIBES

CLASSROOM RULES Here are the rules

our class created together during the first week of school and will be trying our best to follow all year long.

Physical and emotional safety is of the utmost importance

HOME COMMUNICATION

THE FABRIC FOLDER

I have provided all students with a fabric folder (students chose between a navy and maroon folder) which they are to take home each evening and return to school each morning.

Agenda, books, homework, newsletters, school information, etc. are all things that will be stored in the fabric folder at the end of the day to be brought home.

This will ensure items are not lost or misplaced. The folder is very durable (in case of spills,

etc.)

AGENDAS It is important that you

initial your child’s agenda each night to ensure homework completion as well as to verify that you have read any notes written by me or another teacher.

Record any notes or questions that you may have for me.

The agenda is a valuable and consistent means of communication between school and home.

LEVELED READING BOOKS Books at your child’s reading level will be

sent home in a re-sealable storage bag. Please read daily with your child. Return the book bag with the books once

your child is able to read all fluently. Your child and I will replenish the book bag

and send it back home. It is ok to put a book aside if your child is

finding it too hard and try reading it again in a few days. It is also ok to return a book your child has no interest in reading.

Let’s create a love for reading!

SIGN AND RETURN ASSESSMENTS POLICY

Assessments sent home to inform family of child’s progress.

Please sign all tests and assignments that are sent home and please return to school the following day.

All assessments will be collected in a folder with your child’s name on it to be used for reporting and as discussion pieces when we meet. This folder will be given to you at the end of every term, along with the report card, for you to keep.

HOME JOURNALS WELCOME TO THE “HOME JOURNAL” PROGRAM.

Your child will write a letter to you on Fridays to tell you about their week at school. Your child will write about topics we are studying and highlight different activities we have completed. In this way, you will be able to ask your child questions about their week.

Please respond to your child’s letter each week in the journal. You can talk about exciting events and activities from the weekend, or just comment on their letter for the week. All journals are to be brought back to school on Mondays. You will find that your child will really enjoy and get excited about your personal response to their writing.

HOMEWORK Reading each and every night is the most

important job a student can do! Language homework: reading or writing tasks Math homework: mini activities for extra practice

to be completed at home It is expected that homework will be returned to

school completed the following morning. Should a circumstance arise that your child is

unable to complete his or her homework, please inform me of the situation by writing a short note in your child’s agenda.

A consistent homework routine will help your child develop solid work habits and an increased sense of responsibility.

Homework consolidates learning

AT HOME STRATEGIES FOR READING AND HOMEWORK

Reading Homework Extracurricular Ideas

Daily independent reading (10 minutes+) Daily reading with child Talk about texts – relating on a personal level Provide a variety of interesting materials to read Model interest in reading Keep a journal to record reflections on texts (written as well as oral response to text)

Provide a quiet, organized place to do homework Provide a consistent, structured time for homework Check Agenda daily Talk about assignments to ensure understanding

Decreased TV time Focus computer time on learning educational skills (typing, research) Enrich life experiences: (family outings and shared family activities– e.g. ROM, Science Centre, library, community centres, local pool, orchard, petting farm…)

CLASS TRIPS

Chosen trips always compliment the curriculum and are a great way to pique the students’ interests at the beginning of a unit, maintain their interests during a unit, or bring closure at the end of a unit.

We are in the midst of organizing the field trips

for the 2014/2015 school year. As the trips are organized and confirmed, letters/notes will be sent home to notify you and keep you informed.

CLASSROOM NEWSLETTERS VIAFRANKLIN STREET WEBSITE

Monthly newsletters to keep you informed on curriculum expectations and upcoming events.

View them online www.franklinstreet.ps.yrdsb.caClick on

Classrooms, Primary Grades 1-3, scroll over Primary and click Mrs. Klintsaris

Hard copies of our monthly newsletter will be sent home in your child’s agenda/fabric folder.

5 DAY SCHEDULE

View the schedule online: www.franklinstreet.ps.yrdsb.edu.on.ca Visit Mrs. Klintsaris’ webpage for the link

OR

Click on Parent InformationForms and Letters, and 5 Day Cycle Calendar 2014/2015

COMBINED GRADE INFORMATION

WHAT IS A COMBINED GRADE CLASS?

A combined or split class contains students from two consecutive grades, for example, a grade 1/2 split is a class comprised of students from grades 1 and 2.

WHY WAS MY CHILD CHOSEN FOR A COMBINED CLASS? When the school principal and staff consider

students for combined class, the following criteria may be considered: A balance according to gender Work habits, maturity, co-operation A balance of ability, interests and talents Social and behavioural considerations ESL or Special Education needs Learning styles of the students

A common misconception: The placement of your child in the higher grade of a split class does not mean your child has not met curriculum requirements. If your child is in the lower grade, there are not necessarily ahead of their peers in a straight grade or a split lower than ours.

ARE THERE DISADVANTAGES TO A COMBINED GRADE?

No. An effective teacher and supportive parents provide a positive learning environment for children in any classroom organization. When student achievement is examined, the educational research has determined that there is no significant difference between single and combined or multi-grade classes.

WILL THE TEACHER HAVE AS MUCH TIME FOR MY CHILD IN A SPLIT GRADE?

The amount of individual attention that a teacher is able to provide is determined by the number of students in the class, not by the combination of two grades. Frequently, the pupil-teacher ratio in a combined class is lower than in a straight class.

Each and every day, both grades will have time to work with me, their peers, and independently.

INSTRUCTIONAL STRATEGIES

DIFFERENTIATED INSTRUCTION

Enables the teaching for a range of learners Analogy: All students need to get to school

but the mode of transportation they use (walk, bus, car, bike, etc.) can be different

Accommodations Instructional Time Learning Environment Multiple Intelligence Awareness Student/Teacher/Parent Roles Additional Resources Instructional Strategies

SUBJECTSTEACHERS

CURRICULUM DOCUMENTS

LANGUAGE OVERALL EXPECTATIONS

Oral Communication:1. listen in order to understand and respond appropriately in a variety of situations for a variety of purposes;2. use speaking skills and strategies appropriately to communicate with different audiences for a variety of purposes;3. reflect on and identify their strengths as listeners and speakers, areas for improvement, and the strategies they found most helpful in oral communication situations.

Reading:1. read and demonstrate an understanding of a variety of literary, graphic, and informational texts, using a range of strategies to construct meaning;2. recognize a variety of text forms, text features, and stylistic elements and demonstrate understanding of how they help communicate meaning;3. use knowledge of words and cueing systems to read fluently;4. reflect on and identify their strengths as readers, areas for improvement, and the strategies they found most helpful before, during, and after reading.

LANGUAGE OVERALL EXPECTATIONS

Writing:1. generate, gather, and organize ideas and information to write for an intended purpose and audience;2. draft and revise their writing, using a variety of informational, literary, and graphic forms and stylistic elements appropriate for the purpose and audience;3. use editing, proofreading, and publishing skills and strategies, and knowledge of language conventions, to correct errors, refine expression, and present their work effectively;4. reflect on and identify their strengths as writers, areas for improvement, and the strategies they found most helpful at different stages in the writing process.

Media Literacy:1. demonstrate an understanding of a variety of media texts;2. identify some media forms and explain how the conventions and techniques associated with them are used to create meaning;3. create a variety of media texts for different purposes and audiences, using appropriate forms, conventions, and techniques;4. reflect on and identify their strengths as media interpreters and creators, areas for improvement, and the strategies they found most helpful in understanding and creating media texts.

MATHEMATICS – GRADE 1 OVERALL EXPECTATIONS

Number Sense and Numeration: representing and ordering whole numbers to 50; establishing the conservation of number; representing money amounts to 20¢; decomposing and composing numbers to 20; establishing a one-to-one correspondence when counting the elements in a set; counting by 1’s, 2’s, 5’s, and 10’s; adding and subtracting numbers to 20.

Measurement: measuring using non-standard units; telling time to the nearest half-hour; developing a sense of area; comparing objects using measurable attributes; comparing objects using non-standard units; investigating the relationship between the size of a unit and the number of units needed to measure the length of an object.

Geometry and Spatial Sense: sorting and classifying two-dimensional shapes and three-dimensional figures by attributes; recognizing symmetry; relating shapes to other shapes, to designs, and to figures; describing location using positional language.

Patterning and Algebra: creating and extending repeating patterns involving one attribute; introducing the concept of equality using only concrete materials.

Data Management and Probability: organizing objects into categories using one attribute; collecting and organizing categorical data; reading and displaying data using concrete graphs and pictographs; describing the likelihood that an event will occur.

MATHEMATICS – GRADE 2 OVERALL EXPECTATIONS

Number Sense and Numeration: representing and ordering numbers to 100; representing money amounts to 100¢; decomposing and composing two-digit numbers; investigating fractions of a whole; counting by 1’s, 2’s, 5’s, 10’s, and 25’s; adding and subtracting two-digit numbers in a variety of ways; relating equal-sized groups to multiplication and relating sharing equally to division

Measurement: measuring length using centimetres and metres; telling time to the nearest quarter-hour; measuring perimeter, area, mass, and capacity using non-standard units; describing and establishing temperature change; choosing personal referents for the centimetre and the metre; comparing the mass and capacity of objects using non-standard units; relating days to weeks and months to years

Geometry and Spatial Sense: distinguishing between attributes that are geometric properties and attributes that are not geometric properties; classifying two-dimensional shapes by geometric properties (number of sides and vertices); classifying three-dimensional figures by geometric properties (number and shape of faces); locating a line of symmetry; composing and decomposing shapes; describing relative locations and paths of motion

Patterning and Algebra: identifying and describing repeating patterns and growing and shrinking patterns; developing the concept of equality using the addition and subtraction of numbers to 18 and the equal sign; using the commutative property and the property of zero in addition to facilitate computation

Data Management and Probability: organizing objects into categories using two attributes; collecting and organizing categorical and discrete data; reading and displaying data using line plots and simple bar graphs; describing probability, in simple games and experiments, as the likelihood that an event will occur

SCIENCE – GRADE 1 OVERALL EXPECTATIONS

NEEDS AND CHARACTERISTICS OF LIVING THINGS (UNDERSTANDING LIFE SYSTEMS)Living things grow, take in food to create energy, make waste, and reproduce. Plants and animals, including people, are living things. Living things have basic needs (air, water, food, and shelter) that are met from the environment. Different kinds of living things behave in different ways. All living things are important and should be treated with care and respect.

MATERIALS, OBJECTS, AND EVERYDAY STRUCTURES (UNDERSTANDING STRUCTURES AND MECHANISMS)Objects have observable characteristics and are made from materials. Materials have specific properties. An object is held together by its structure. The materials and structure of an object determine its purpose. Humans make choices related to their use of objects and materials that have a direct effect on the environment.

ENERGY IN OUR LIVES (UNDERSTANDING MATTER AND ENERGY) Everything that happens is a result of using some form of energy. The sun is the principal source of energy for the earth. Humans need to be responsible for the way in which we use energy.

DAILY AND SEASONAL CHANGES (UNDERSTANDING EARTH AND SPACE SYSTEMS)Changes occur in daily and seasonal cycles. Changes in daily and seasonal cycles affect living things.

SCIENCE – GRADE 2 OVERALL EXPECTATIONS

GROWTH AND CHANGES IN ANIMALS (UNDERSTANDING LIFE SYSTEMS) Animals have distinct characteristics. Humans are animals. There are similarities and differences among different kinds of animals.Humans need to protect animals and the places where they live.

MOVEMENT(UNDERSTANDING STRUCTURES AND MECHANISMS)Movement is a change in position of an object. Simple machines help objects to move. Mechanisms are made up of one or more simple machines. Simple machines and mechanisms make life easier and/or more enjoyable for humans.

PROPERTIES OF LIQUIDS AND SOLIDS (UNDERSTANDING MATTER AND ENERGY) Materials that exist as liquids and solids have specific properties.Liquids and solids interact in different ways. Some liquids and solids can be harmful to us and the environment.

AIR AND WATER IN THE ENVIRONMENT (UNDERSTANDING EARTH AND SPACE SYSTEMS)Air and water are a major part of the environment. Living things need air and water to survive. Changes to air and water affect living things and the environment.Our actions affect the quality of air and water, and its ability to sustain life.

SOCIAL STUDIES OVERALL EXPECTATIONS

In Grade 1 social studies, students will examine various roles, relationships, and responsibilities, how and why these may change, and how they are connected to one’s identity, culture, and sense of self. They will develop their appreciation of the need to treat all people, as well as the built and natural environment, responsibly and with respect. Students will also examine their local community, its characteristics and services, and how it meets the needs of the people who live and work there. Students will be introduced to the social studies inquiry process, and will use this process when conducting investigations related to roles, relationships, and responsibilities, and to their local community. In addition, students will learn how to use the basic elements of maps to help them extract information from and construct maps for specific purposes.

In Grade 2 social studies, students will develop their understanding of their local community and begin to examine the global community. Students will explore a variety of traditions within their families and their local communities, developing an understanding of how these traditions contribute to and enrich their own community and Canadian society. They will also study communities around the world, developing an awareness of the relationship between location, climate, physical features, and how people live in various communities. Students will use the social studies inquiry process to investigate traditions, ways of life, and relationships with the environment in local and global communities, and they will develop their ability to extract information from and construct maps for specific purposes.

THE ARTS OVERALL EXPECTATIONS

Dance: apply the creative process to the composition of simple dance phrases, using the elements of dance to communicate feelings and ideas;Reflecting, Responding, and Analyzing: apply the critical analysis process to communicate their feelings, ideas, and understandings in response to a variety of dance pieces and experiences;demonstrate an understanding of a variety of dance forms and styles from the past and present, and their social and/or community contexts.

Dramaapply the creative process to dramatic play and process drama, using the elements and conventions of drama to communicate feelings, ideas, and stories;apply the critical analysis process to communicate feelings, ideas, and understandings in response to a variety of drama works and experiences;demonstrate an understanding of a variety of drama and theatre forms and styles from the past and present, and their social and/or community contexts.

Visual Arts Taught by B. Harild

Music – Taught by M. Sadeek

HEALTHY AND PHYSICAL EDUCATION OVERALL EXPECTATIONS

LIVING SKILLSDemonstrate personal and interpersonal skills and the use of critical and creative thinking processes as they acquire knowledge and skills in connection with the expectations in the Active Living, Movement Competence, and Healthy Living strands for this grade.

ACTIVE LIVINGParticipate actively and regularly in a wide variety of physical activities and identify how regular physical activity can be incorporated into their daily lives;Demonstrate an understanding of the importance of being physically active and apply physical fitness concepts and practices that contribute to healthy, active living;Demonstrate responsibility for their own safety and the safety of others as they participate in physical activities.

MOVEMENT COMPETENCE: SKILLS, CONCEPTS, AND STRATEGIESPerform movement skills, demonstrating awareness of the basic requirements of the skills and applying movement concepts as appropriate, as they engage in a variety of physical activities;Apply movement strategies appropriately, demonstrating an understanding of the components of a variety of physical activities, in order to enhance their ability to participate successfully in those activities.

HEALTHY LIVING Taught by K. Maceus

DAILY PHYSICAL ACTIVITY (DPA) OVERALL EXPECTATIONS

DAILY PHYSICAL ACTIVITY (DPA) Taught by S. Pavey

Participate in sustained moderate to vigorous physical activity, with appropriate warm-up and cool-down activities, to the best of their ability for a minimum of twenty minutes every Monday and Friday Students participate in DPA with Mr. Pavey on Day 2 and Day 5

RESOURCES LIST

Curriculum Resources

The Ontario Elementary Curriculum can be found at:

www.edu.gov.on.ca www.edu.gov.on.ca/eng/curriculum/elementa

ry/

ASSESSMENT

ASSESSMENT

A variety of assessment and evaluation techniques are implemented daily to ensure ongoing accountability.

REPORTING

3 Reporting Periods

Elementary Progress Report Week of Nov. 10th, 2014 Parent interviews will occur in the evening of

November 13 and during the morning of November 14

Elementary Report Card, Report 1 Week of February 16th, 2015

Elementary Report Card, Report 2 Week of June 22nd, 2015

REPORTING AN ABSENCE

REPORTING AN ABSENCE

The Safe Arrival number is toll free: 1-855-203-2994

Parents can report a late or absence. Please be sure to call before 8:00am. You can even book an absence in advance. For

example, if you know of a vacation coming up, you can call it in early.

THANK YOU!!! FOR YOUR CONTINUED SUPPORT,

ENTHUSIASM, AND INTEREST IN YOUR CHILD’S LEARNING.

THE END

Please feel free to walk around the classroom to familiarize yourself with some of the materials Look inside your child’s desk Review work completed in their magazine box Read our bulletin boards

Our school is holding a Book Fair in the library. Please feel free to head there at this time before your next presentation/end of the night.