Wed. Jun. 19, 2013
Dear Parent/Guardians,
Since warmer weather is predicted for Friday, the Play Day will be happening on Friday, June 21, 2013. Please read the letter below (dated Friday, June 14, 2013) for what to bring and wear on Friday.
A reminders for those students who ordered pizza - pizza lunch on Friday, too!
A fun morning outdoors on Friday!
Thank you for your support!
Dear Parent/Guardians,
Since warmer weather is predicted for Friday, the Play Day will be happening on Friday, June 21, 2013. Please read the letter below (dated Friday, June 14, 2013) for what to bring and wear on Friday.
A reminders for those students who ordered pizza - pizza lunch on Friday, too!
A fun morning outdoors on Friday!
Thank you for your support!
date of letter sent home by Ms. Bauer: Friday, June 14, 2013
Dear Parents/Guardians:
Play Day for JK to Grade 6 students will be held on Thursday, June 20, 2013. The raindate will be Friday, June 21st. The Grade 6 students will be organizing and running the activities with teachers, and the grade 5 students will have leadership roles, helping and supporting younger students within their multi-aged teams. This is a fun day for everyone!
As part of the Play Day activities, students will have an opportunity to go to the McNicoll Water Park, at the corner of McNicoll Ave. and Don Mills Rd. Children are reminded to dress appropriately for the weather, outdoor activities and the water park. Each student is expected to bring a swimsuit, towel, and a change of clothing, including shoes (flip flops, water-slippers, etc.) for the water park. Swimsuits could be worn under regular clothing. Children cannot go barefoot in the water park. Students must have these items to participate in the water park. A hat and sunscreen are also important.
All JK/SK Parents: Please note that ALL JK/SK children, whether in the morning or afternoon class, will be at school in the morning on Thursday, June 20th for Play Day. There is no school for JK/SK students in the afternoon.
As parents signed the Walking Permission form for neighbourhood activities last September, a formal permission form is not required.
Thank you for your ongoing support.
Monday June 3, 2013
Dear Parents,
Many of our students enjoy being presenters! To celebrate our efforts this year, each student will have the opportunity to be the Teacher For Fifteen Minutes. What fun!
1. Please help your child to decide what he or she would like to teach to the class. Material taught is only limited to the imagination!
Here are some examples:
- Teach a simple math concept such as multiplying or dividing with two numbers
- Teach about an animal
- Teach a short poem
- Teach some words from your heritage language
- Teach a game such as Twenty Questions
- Teach the class a song
- Read aloud a short story
- Teach a dance to a CD
- Present a book on your favourite artist
2. OPTIONAL: Students may bring in a brief follow up worksheet or activity to assign the class. Pencil and paper tasks are not necessary, but are welcome. Any worksheets for the class must be submitted to us on THE DAY BEFORE THE SCHEDULED LESSON (see schedule in Homework Folder) in order to be photocopied. Here are some examples of follow up activities that the Teacher may assign:
- Multiplication worksheet
- In groups of 3, prepare a short play about your favourite part of the story
- True/False questionnaire
- Reading Response activity
- Handwriting worksheet
- Practice 20 Questions in partners
- Brainstorm in partners everything known about one animal, and write it down
Any Worksheets or follow up activities will be marked or supervised by the Teacher For Fifteen Minutes!
3. Please help your child to complete the attached graphic organizer. This will help plan for their special day (week of June 10, 2013)! Thank you!
Sincerely,
Mrs. Tam and Mrs. Dunning
May 31, 2013
Dear Parents/Guardians,
The students have written a note in their Agenda requesting that each student bring a clean and empty tin can to school by Wednesday, June 5, 2013. This tin can (about 284 mL or 540 mL size) will be used for an art activity. We would also love to have any extra tin cans just in case there are a few students who are unable to bring a tin can to school.
Thank you very much for your support!
May 29, 2013
Dear Parents/Guardians,
Thank you so very much to the Hillmount Public School parent community! Our first Hillmount dance-a-thon raised over $3000.00! The students had a great time dancing in the gym last Friday! We will be using this money to buy some technology equipment for our students to use.
A huge thank you again!
May 27, 2013
Dear Parents/Guardians,
Each student (both Grades 2 and 3) has been asked to bring to school one clean and empty container for Thursday, May 30, 2013. The containers will be used for our next math unit about measurement (capacity and volume). Hopefully, we will get a variety of sizes, anywhere from 2 litres to 5 millilitres would be great for the students to see! Label the container with your child's name if you would like to have the container returned home.
Thank you for your support!
Dear Parents/Guardians,
Each student (both Grades 2 and 3) has been asked to bring to school one clean and empty container for Thursday, May 30, 2013. The containers will be used for our next math unit about measurement (capacity and volume). Hopefully, we will get a variety of sizes, anywhere from 2 litres to 5 millilitres would be great for the students to see! Label the container with your child's name if you would like to have the container returned home.
Thank you for your support!
May 27, 2013
Dear Grade 3 Parents,
Below is part of a letter that had been posted in February 2013. This letter is being reposted again to let parents know what their grade 3 child will be doing at school during this week.
The students will be writing the EQAO test (Education Quality and Accountability Office – assessing reading, writing, mathematics) during the week of May 27th. Please do not book appointments or trips during this time, as the children much prefer to write the test with the whole class. This assessment is NOT a test about just the Grade 3 Curriculum. The assessment is about HOW students think and respond to questions about reading, writing and mathematics, which the students have been experiencing SINCE Kindergarten. Parents will be informed of their child’s result in October 2013 (after teachers have marked them over the summer, Hillmount teachers will not be marking them). The EQAO results will not be part of your child’s report card marks.
The children will be answering the questions independently (child reads and answers questions on her/his own). ALL questions must be answered. The text can be read as many times as needed to understand the story, as well as refer to the text when answering questions.
This is the checklist we use to help us think and check our Reading and Writing work:
Math checklist:
The children will be given as much time as needed to complete the test. Completing this test quickly is NOT a benefit. It is important to take all the time needed to answer as thoroughly as possible.
Dear Grade 3 Parents,
Below is part of a letter that had been posted in February 2013. This letter is being reposted again to let parents know what their grade 3 child will be doing at school during this week.
The students will be writing the EQAO test (Education Quality and Accountability Office – assessing reading, writing, mathematics) during the week of May 27th. Please do not book appointments or trips during this time, as the children much prefer to write the test with the whole class. This assessment is NOT a test about just the Grade 3 Curriculum. The assessment is about HOW students think and respond to questions about reading, writing and mathematics, which the students have been experiencing SINCE Kindergarten. Parents will be informed of their child’s result in October 2013 (after teachers have marked them over the summer, Hillmount teachers will not be marking them). The EQAO results will not be part of your child’s report card marks.
The children will be answering the questions independently (child reads and answers questions on her/his own). ALL questions must be answered. The text can be read as many times as needed to understand the story, as well as refer to the text when answering questions.
This is the checklist we use to help us think and check our Reading and Writing work:
- Can write jot notes on the side, underline or circle important words in story or question to help think
- Re-read the question slowly – Did I answer the question as asked?
- Re-read what wrote with finger under each word – Does it make sense?
- Write part of the question in your written answer
- Any words in the story or question should be spelled correctly in own written response
- Use information from the text and own ideas/personal experiences to answer questions
- Capitals to start each sentence and names of people, places, holidays, emphasis
- Punctuation in correct places (, . ? ! ” “)
- In the Writing sections, use adjectives, adverbs, fancy words (interesting Grade 3 vocabulary) and feelings
- Paragraphs (with indent) to write stories
- Last sentence should be a repeat of the first sentence, to emphasize ideas and opinions
- In the Writing sections, students are permitted to use dictionary/thesaurus
- Neatly written (we write for others to read our ideas)
Math checklist:
- Underline or circle important words in the problem or question to help think
- For multiple choice questions, write thinking on test, no need to erase (helps in checking work, too!)
- Understand the problem
- Make a plan
- Carry out the plan
- After answering question, read question again – Did I answer the question as asked?
- Check answer by answering again – Is the answer reasonable?
- Include calculations (all the steps to get to the answer) AND written sentence to answer questions where necessary (ex. 2+3=5 There are 5 cookies on the plate.)
- Include pictures, numbers and words (P,N,W) whenever possible to completely explain answer
- Neatly written
The children will be given as much time as needed to complete the test. Completing this test quickly is NOT a benefit. It is important to take all the time needed to answer as thoroughly as possible.
Date: May 23, 2013
Grade 2 Family Letter
From Nelson Mathematics
Dear Grade 2 Family,
For the next while, our focus in math will be probability. Probability is the likelihood or the chance that something will happen. In Grade 2, students predict whether things are likely or unlikely to happen. We will be making predictions about outcomes of games or experiments, trying them out, and then checking the results. Students will learn to use what they have observed to help make predictions about what might happen if they tried the same activity again.
Try some of these activities with your child:
•Look for ways to use probability language at home. Take turns completing sentences that start with “It’s impossible that ...,” “It’s unlikely that ...,” “It’s likely that ...,” and “It’s absolutely certain that ....” Other probability words are possible,chance, and probably.
•When you’re reading together, consider events in the story that are likely and unlikely to happen and ask your child to explain why
.•Choose a number from 1 to 6, and have your child do the same. Take turns rolling a die or pulling number cards for 1 to 6 from a bag. Keep track of how often your number comes up. The first number to come up 10 times wins the game.
•Make predictions about what is about to happen. Predict who is more likely to walk through the door next, or the likelihood of hearing a certain song on the radio.Encourage your child to provide reasons for his or her predictions.
Date: May 23, 2013
From Nelson Mathematics
Dear Grade 3 Parent/Caregiver:
Over the next while, your child will be learning about probability. Understanding probability is essential in many areas of mathematics. Your child will be learning to use simple probability language, such as impossible, unlikely, likely, and certain. We will investigate possible outcomes of simple events, such as spinning a spinner, and make predictions about what will happen in simple probability situations.Playing games that involve chance is one way to explore probability.
Throughout this time, you and your child can do some activities such as:
• Your child can make a list of events that might or might not happen at home one evening, and then describe the probability of each event using impossible, certain,likely, or unlikely, and explain his or her choice of probability words.
• Your child can look through your family’s board games for any that use a spinner,and then play the game(s).
• Your child can look through your family’s board games for any that use a spinner,and then predict the probability of spinning each section on each spinner in 40 spins. Your child can spin the spinner to check his or her predictions.
• Your child might make a spinner for doing chores around the house, use the spinner to decide which chore is to be done next, and keep a tally chart of the results for a week.
You may want to visit the Nelson Web site at www.mathk8.nelson.com for more suggestions to help your child learn mathematics and develop a positive attitude toward learning mathematics, and for books that relate children’s literature to probability. Also check the Web site for links to other Web sites that provide online tutorials, math problems, and brainteasers.
Date: May 21, 2013
Dear Grade 2 Parent/Guardian:
In Grade 2, students learn about measuring area by covering surfaces with non-standard units (e.g., index cards, sheets of paper), and then counting the numbers of units. Ask your child to tell you about the learning activity in which the students covered a large sheet of newspaper with paintings.
Provide an opportunity to measure area in your home.
Explain to your child that some families cover the refrigerator door with pieces of art created by family members. Show your child a letter-sized sheet of paper and ask him or her to imagine that it is a piece of art. Ask: ”If you had several pieces of art that are the same size as this piece of paper, how many pieces of art, do you think, would fit on the refrigerator door?”
After your child has explained an estimate, have him or her find the number of sheets of paper that fit on the refrigerator door. Your child might need to tape several sheets of paper to the door to find an answer. Encourage him or her to avoid gaps and overlays.
Extend the activity by showing your child a different-sized piece of paper and asking him or her to find the number of pieces of art of the same size that would fit on the refrigerator door.
Thank you for helping your child measure area in your home.
Date: May 21, 2013
Grade 3 Family Newsletter
From Nelson Mathematics
Dear Grade 3 Parent/Caregiver:
Over the next few days, your child will be working with area and grids. The students will estimate and measure the area of shapes using nonstandard units, such as stickers or big squares. They will compare and order shapes by area, solve area problems using models, and work with grids to describe locations and movements.
Throughout this time, you and your child can do some activities such as:
• You and your child can use playing cards or index cards to cover the top of different rectangular surfaces in your home, such as tables, dressers, and counters. Have your child estimate how many cards she or he thinks will be needed to cover the space. You and your child can then measure the surface by covering it with the cards. Compare the areas of all the rectangular surfaces you measure.
• Have your child use stamps or stickers to estimate and then measure the area of various sizes of envelopes.
• Have your child choose a nonstandard unit to measure the light switch plates in your home.
• You and your child can play games, such as Snakes and Ladders or checkers, that involve moving playing pieces on a grid. As you play, talk about the movements and any strategies that could help either of you win the game.
• You and your child can play BINGO, a game that requires your child to locate a number under a specific letter on a grid.
You may want to visit the Nelson Web site at www.mathk8.nelson.com for more suggestions to help your child learn mathematics and develop a positive attitude toward learning mathematics, and for books that relate children’s literature to area and grids. Also check the Web site for links to other sites that provide online tutorials, math problems, and brainteasers.
Date: Monday, May 13, 2013
Dear Parents/Guardians,
A note was sent home on Friday, May 10th. If your child is not returning to Hillmount P.S. in September 2013, please sign and return this letter to let the school know.
Thank you!
Date: Monday, May 13, 2013
Dear Parents/Guardians,
A fence will be going up today (outside our entrance/dismissal doors), and will be there for about the next 7 weeks. The fence is for the construction of September's full day Kindergarten classroom. Please remind your child to be safe and keep at a safe distance. The safety of your child is iimportant to us!
Thank you!
Date: May 10, 2013
Dear Parents/Guardians,
Please read the letter in the Communication Folder about our exciting and first Hillmount Dance-a-thon.
The children are already thinking and writing their choices of songs that they'd like to hear while dancing.
Our class goal is to raise more than the other classes!
Can't wait to use our dancing feet!
Date: May 4, 2013
Dear Parents/Guardians,
Now that the sunny and warmer weather is finally here, please remind your child to put on sunscreen at home before arriving at school and wearing a hat (labelled with child's name) to school everyday. The children are also encouraged to bring a reusable water filled with water. The bottles need to be taken home everyday, to be washed and refilled at home. Let’s be kind to our environment by using reusable bottles.
Please take a look at the school's Lost and Found table in the hallway outside the office. The collection of lost items seems to be growing everyday!
Thank you for your support!
Date: May 2, 2013
From Nelson Mathematics
Family Newsletter
Dear Grade 2 Family,
For the next while, our focus in math will be exploring how shapes can be moved in various ways. Your child will be flipping, turning, and sliding shapes to different positions (reflecting, rotating, and translating).
As part of this unit of study, we will also be measuring the area of shapes using materials such as pattern blocks and tiles as measuring units.
Try these activities with your child:
•Encourage your child to use position words (e.g., to the left, beside, between, in front of) to give directions.
•Encourage your child to complete jigsaw puzzles to practise turning, flipping, and sliding shapes (puzzle pieces).
•Have your child create flip, turn, and slide patterns with objects, such as cutlery,while waiting at the table.
•Check the area of floors or ceilings in rooms by counting floor tiles or ceiling tiles.
From Nelson Mathematics
Family Newsletter
Dear Grade 2 Family,
For the next while, our focus in math will be exploring how shapes can be moved in various ways. Your child will be flipping, turning, and sliding shapes to different positions (reflecting, rotating, and translating).
As part of this unit of study, we will also be measuring the area of shapes using materials such as pattern blocks and tiles as measuring units.
Try these activities with your child:
•Encourage your child to use position words (e.g., to the left, beside, between, in front of) to give directions.
•Encourage your child to complete jigsaw puzzles to practise turning, flipping, and sliding shapes (puzzle pieces).
•Have your child create flip, turn, and slide patterns with objects, such as cutlery,while waiting at the table.
•Check the area of floors or ceilings in rooms by counting floor tiles or ceiling tiles.
Date: May 2, 2013
From Nelson Mathematics
Family Newsletter
Dear Grade 3 Parent/Caregiver:
Over the next few weeks, your child will be learning about movement and patterns in geometry that involve reflections, translations, rotations (flips, slides, and turns). They will also be learning about patterns that use these movements. The goal for your child will be to identify and perform a variety of reflections, translations, rotations (flips, slides, and turns) independently, and to compare, extend, and create a variety of patterns involving 2-D geometric shapes and their movements.
Throughout this time, you and your child can do some activities such as:
• Your child can identify things around the house that show reflections, translations, and rotations (flips, slides, and turns). These may appear in pictures, book covers, clothing designs, wallpaper patterns, board games, or the images on a deck of cards.
• Your child can play games, such as checkers and chess, to see how translations (slides) work in real-life situations.
• Your child can use the clock to identify and show how rotations (turns) work. Rotations (turns) can go both ways, clockwise and counterclockwise.
• Your child can find repeating patterns that may appear in such things as wallpaper designs, quilts, comforters, or clothing.
• Your child can create his or her own patterns or designs, using reflections, translations, and rotations (flips, slides, and turns).
You may want to visit the Nelson Web site at www.mathk8.nelson.com for more suggestions to help your child learn mathematics and develop a positive attitude toward learning mathematics, and for books that relate children’s literature to patterns and motion in geometry. Also, check the Web site for links to other sites that provide online tutorials, math problems, and brainteasers.
From Nelson Mathematics
Family Newsletter
Dear Grade 3 Parent/Caregiver:
Over the next few weeks, your child will be learning about movement and patterns in geometry that involve reflections, translations, rotations (flips, slides, and turns). They will also be learning about patterns that use these movements. The goal for your child will be to identify and perform a variety of reflections, translations, rotations (flips, slides, and turns) independently, and to compare, extend, and create a variety of patterns involving 2-D geometric shapes and their movements.
Throughout this time, you and your child can do some activities such as:
• Your child can identify things around the house that show reflections, translations, and rotations (flips, slides, and turns). These may appear in pictures, book covers, clothing designs, wallpaper patterns, board games, or the images on a deck of cards.
• Your child can play games, such as checkers and chess, to see how translations (slides) work in real-life situations.
• Your child can use the clock to identify and show how rotations (turns) work. Rotations (turns) can go both ways, clockwise and counterclockwise.
• Your child can find repeating patterns that may appear in such things as wallpaper designs, quilts, comforters, or clothing.
• Your child can create his or her own patterns or designs, using reflections, translations, and rotations (flips, slides, and turns).
You may want to visit the Nelson Web site at www.mathk8.nelson.com for more suggestions to help your child learn mathematics and develop a positive attitude toward learning mathematics, and for books that relate children’s literature to patterns and motion in geometry. Also, check the Web site for links to other sites that provide online tutorials, math problems, and brainteasers.
Date: April 22, 2013
From Nelson Mathematics
Dear Grade 2 Family Letter,
For the next while, our focus in math will be on fractions. Your child will be learning about halves, quarters (fourths), and thirds. Sometimes students will be working with fractions of a shape and sometimes they will be working with fractions of a set.
Fractions are a part of everyday life. When we share, we usually want to share fairly.We make equal groups or cut items like fruit or cookies into equal-sized pieces. When we tell time, we often talk about fractional parts of an hour. We use expressions like“It is 2:30” or “half past two.” Many recipes call for fractional quantities such as half a teaspoon or half a cup. Point out these situations when possible.
Try these activities with your child:
•Invite your child to help you when you are cooking. Show her or him where fractional parts are asked for in recipes. Invite your child to do some of the measuring.
•In the market, say, “I want to buy 12 apples. Please pick out half of the apples we need.” Or say, “I have 2 oranges. That is one third of the number I want. How many do you think I want?”
•Cut shapes out of plain paper and ask your child to colour one half, one quarter, or one third of your shape.
•Adapt a dice game such as Snakes and Ladders to include fractions. Suggest:“This time when we roll, we are just going to move half the number of spaces.” You may want to give your child some small items like pennies or buttons to use to help them find half of the number.
Date: April 22, 1013
From Nelson Mathematics
Grade 3 Family Newsletter
Dear Grade 3 Parent/Caregiver:
Over the next few weeks, your child will be working with fractions. Students will use fractions to describe parts of a group, parts of a whole, and parts of a measure. They will represent and explain fractions using drawings and words (ex., one half, two thirds, three fourths, four tenths, etc., no numbers, as outline in the Ontario Curriculum) .
Throughout this time, you and your child can do some activities such as:
• Make a list of up to 10 family members your child is familiar with—aunts, uncles, cousins, grandparents. Have your child describe fractions about parts of that list. (For example, what fraction are older than 20? What fraction wear glasses? What
fraction live in the same town as you?)
• Have your child make a list of the rooms in your house. He or she can then use fractions to describe the rooms. (For example, what fraction of the rooms have a closet? a bed?)
• Have your child explain to you how to cut or divide appropriate food (e.g., pizza, casseroles, cakes) into equal shares of halves, thirds, quarters, sixths, eighths, or tenths (we are using fractions words, that is, spelling the fractions words, no numbers will be used, as outlined in the Ontario Curriculum).
• Even though we deal mostly with the metric system, many recipes still use imperial measurements. Look at recipes with your child, and discuss the fractional amounts of the various ingredients.
You may want to visit the Nelson Web site at www.mathk8.nelson.com for more suggestions to help your child learn mathematics and develop a positive attitude toward learning mathematics, and for books that relate children’s literature to
patterns. Also check the Web site for links to other sites that provide online tutorials, math problems, and brainteasers.
Date: April 11, 2013
From Nelson Mathematics
Grade 2 Family Letter
Dear Grade 2 Family,
For the next while, our focus in math will be on exploring 3-dimensional shapes. Your child will sort and describe 3-D shapes using different properties, including capacity and mass.
Please help us add to our collection of shapes by sending in empty or full boxes, jars,cans, and bottles.
Your child will also be creating 3-D shapes with paper and making skeletons of 3-Dshapes using items like straws and modelling clay.
Try these activities with your child:
•Encourage your child to use math words to describe 3-D shapes.
Some examples of words they will learn are:
- face: one of the flat surfaces of a solid
- edge: a line at which 2 faces meet
- vertex (plural: vertices): a corner; the point where edges of a 3-D shape meet
•When you are in the supermarket with your child, point out the mass (similar to weight) and capacity (similar to volume) measurements marked on the items. Use the store’s scales with your child.
•Fold paper to create 3-D shapes. Build shapes with balls of modelling clay for corners and straws or toothpicks for edges.
•Play an I Spy game where you look for, and point out, 2-D and 3-D shapes. Or think of a shape and give clues until your child guesses it. Then reverse roles.
Date: April 11, 2013
From Nelson Mathematics
Grade 3 Family Newsletter
Dear Grade 3 Parent/Caregiver:
Over the next few weeks, your child will be working with 3-D geometry shapes and measuring mass and capacity. Students will name and compare prisms and pyramids. They will also identify attributes, such as the number of faces, edges, and vertices. Students will then study the concept of measurement involving mass (the amount of matter in an object) and capacity (the amount a container will hold). The goal for your child will be to use their knowledge of 3-D shapes, mass, and capacity to solve related problems.
Throughout this time you and your child can do some activities such as:
• Your child can look around the house for examples of prism and pyramid shapes (for example, tissue boxes, milk cartons, cookie containers, and so on). They can name the shape and count the number of faces, edges, and vertices. They can also practise drawing the net (the flattened shape) that would make that 3-D shape.
• You and your child can play Name that Shape, where they either give or receive clues as to the shape and try to guess the name.
• Your child can find various containers of different masses in grams (g) or kilograms (kg). They can estimate the mass of each, and then check the mass on the container.
• Your child can also estimate the capacity of various containers. They can compare the sizes and units of measure in millilitres (mL) or litres (L).
• Show your child some recipes, and discuss the measurements that are listed. Encourage your child to measure the ingredients.
You may want to visit the Nelson Web site at www.mathk8.nelson.com for more suggestions to help your child learn mathematics and develop a positive attitude toward learning mathematics, and for books that relate children’s literature to 3-D shapes and mass and capacity. Also, check the Web site for links to other sites that provide online tutorials, math problems, and brainteasers.
From Nelson Mathematics
Grade 3 Family Newsletter
Dear Grade 3 Parent/Caregiver:
Over the next few weeks, your child will be working with 3-D geometry shapes and measuring mass and capacity. Students will name and compare prisms and pyramids. They will also identify attributes, such as the number of faces, edges, and vertices. Students will then study the concept of measurement involving mass (the amount of matter in an object) and capacity (the amount a container will hold). The goal for your child will be to use their knowledge of 3-D shapes, mass, and capacity to solve related problems.
Throughout this time you and your child can do some activities such as:
• Your child can look around the house for examples of prism and pyramid shapes (for example, tissue boxes, milk cartons, cookie containers, and so on). They can name the shape and count the number of faces, edges, and vertices. They can also practise drawing the net (the flattened shape) that would make that 3-D shape.
• You and your child can play Name that Shape, where they either give or receive clues as to the shape and try to guess the name.
• Your child can find various containers of different masses in grams (g) or kilograms (kg). They can estimate the mass of each, and then check the mass on the container.
• Your child can also estimate the capacity of various containers. They can compare the sizes and units of measure in millilitres (mL) or litres (L).
• Show your child some recipes, and discuss the measurements that are listed. Encourage your child to measure the ingredients.
You may want to visit the Nelson Web site at www.mathk8.nelson.com for more suggestions to help your child learn mathematics and develop a positive attitude toward learning mathematics, and for books that relate children’s literature to 3-D shapes and mass and capacity. Also, check the Web site for links to other sites that provide online tutorials, math problems, and brainteasers.
Week of April 8, 2013
Dear Parents/Guardians,
We would like to make a request for donations of boxes of tissue again. We have almost used up the supply that you donated at the beginning of the school year. With 41 students, we have a lot of runny noses!
Thank you very much!
Date Posted: April 4, 2013
From Nelson Mathematics:
Grade 3 Family Newsletter
Dear Grade 3 Parent/Caregiver:
Over the next two weeks, your child will be learning about the concept of division. He or she will be learning division facts up to and including 49 ÷ 7 and seeing the connection between multiplication and division and subtraction and division. The
goal will be for your child to either recall division facts or be able to apply a strategy to find each answer. Your child will use these facts, along with a variety of strategies, to solve real-life problems.
Throughout this time, you and your child can do some activities such as:
• Your child can look for things that come in groups of 2s, 3s, and 4s (such as rolls of hockey tape, bags of milk, and so on).
• Your child can begin to calculate how to share things equally within a group of people. For example, if I had 12 stickers to share with 3 friends, how many stickers could we each have?
• Your child could find objects that come in arrays (such as muffins in a box or eggs in a carton). This would assist in connecting the multiplication and division fact families.
You may want to visit the Nelson Web site at www.mathk8nelson.com for more suggestions to help your child learn mathematics and develop a positive attitude toward learning mathematics, and for books that relate children’s literature to
multiplication and division. Also check the Web site for links to other sites that provide online tutorials, math problems, and brainteasers.
From Nelson Mathematics:
Grade 2 Family Newsletter
Dear Grade 2 Family,
For the next while, our focus in math will be exploring multiplication and division.Students will explore how we multiply and divide in daily life before they use the symbols of multiplication and division.
We will:
•look for ways that objects can be grouped and organized
•find different ways to add groups repeatedly
•compare how a large quantity of objects can be grouped in different ways
•find ways to share objects equally
•explore ways to deal with remainders
Try some of these activities with your child:
:•Look for objects that come in sets, such as juice boxes, shoes, and wheels on bicycles and tricycles.
•Look for ways that objects are organized into arrays (rows and columns) that help with counting (3 rows of 5, 2 rows of 3).
•Practise counting by 2s, 3s, 5s, and 10s when counting larger quantities.
•Find ways to divide and share objects among family members and friends, such as cookies for dessert or cutlery for table settings.
•Talk about different ways we can group people, such as sports teams, car loads of people, or number of people at a table in a restaurant, and relate these groups to the total number of people in the group
.•Use language such as “groups of, sets of, rows of, piles of” when describing collections of objects.
From Nelson Mathematics:
Grade 3 Family Newsletter
Dear Grade 3 Parent/Caregiver:
Over the next few weeks, your child will be learning about multiplication. Students will use skip counting and repeated addition to develop an understanding of the multiplication facts up to 7 X 7. Since multiplication is new to students in Grade 3, it is important that they understand what it means to group items before they are asked to memorize multiplication facts. Once your child has this understanding, he or she will learn strategies to begin memorizing the facts. At the end of the chapter, your child will use knowledge of multiplication to solve everyday problems.
Throughout this time, you and your child may do some activities such as:
• Your child can look around the house to find things that come in groups, such as packages of food or household items (e.g., juice boxes, eggs, batteries, scouring pads). Make a list of the items and the size of each group.
• Your child can look through grocery store flyers for items sold in groups, recording the items, the size of the groups, and its price.
• If your family has a cat or a dog, your child can figure out the age of your pet in “human” years. Every year a cat lives, it ages 5 human years. Every year a dog lives, it ages 7 human years.
You may want to visit the Nelson Web site at www.mathk8.nelson.com for more suggestions to help your child learn mathematics and for books that relate children’s literature to multiplication. Also check the Web site for links to other sites that provide online tutorials, math problems, and brainteasers.
Would like to share some information about our reading lessons...
Reading Comprehension
Questions are asked to develop higher levels of thinking to everyday reading. Reading has a greater and more diverse purpose than just the simple recall of facts. If this can be accomplished, it is likely that students will place a higher value on reading, continue to turn to it for pleasure and as a resource, and will establish it as a life-long habit.
There are questions that reflect the progression of thinking and responding from the literal level to the evaluative. Not all levels need to be developed for every reading. Consider a range that will lead the student to the greater purpose of reading.
Examples of appropriate questions are given to illustrate each level. The story of Goldilocks and the Three Bears is used to demonstrate the different levels of questioning (story below).
Higher Level of Thinking to be Better Readers
(higher order thinking at the top)
Questions to demonstrate thinking
CREATING (Questions similar to what we ask during reading lessons.)
Organize thoughts, ideas, and information into a new product or new point of view
Draw a cartoon or stories about bears. Do they all act like humans?
Do you know any other stories about little girls or boys who escaped from danger?
Point out the importance of time sequence words by asking: What happened after Goldilocks ate the Baby Bear's porridge? What happened before Goldilocks went into the forest? What is the first thing she did when she went into the house?
EVALUATING (Questions similar to what we ask during reading lessons.)
Judge and evaluate characters, actions, outcomes, etc., for personal reflection and understanding
What do you think she learned by going into that house?
Do you think she will listen to her mother's warnings in the future? Why?
Do parents have more experience and background than their children?
Would you have gone in the bear's house? Why or why not?
Do you think this really happened to Goldilocks? Why?
Why would a grown-up write this story for children to read?
Why has the story of Goldilocks been told to children for many, many years?
Why were the bears angry with Goldilocks?
Why was Goldilocks happy to get home?
ANALYZING (Questions similar to what we ask during reading lessons.)
Compare and contrast the content to personal experiences
How would you react?
Compare Goldilocks to any friend.
Do you know any animals (pets) that act human?
When did Goldilocks leave her real world for fantasy? How do you know?
How did each bear react to what Goldilocks did?
APPLYING (Questions similar to what we ask during reading lessons.)
Use information in a new way
How were the bears like real people?
Why did Goldilocks go into the little house?
Write a sign that should be placed near the edge of the forest.
Draw a picture of what the bear's house looked like.
Draw a map showing Goldilocks' house, the path in the forest, the bear's house, etc.
Show through action how Goldilocks sat in the chairs, ate the porridge, etc.
UNDERSTANDING (Questions we ask less often.)
Explain ideas or show understanding of what was read
This story was about __________. (Topic)
The story tells us ________. (Main Idea)
What did Goldilocks look like?
What kind of girl was she?
REMEMBERING (Questions we ask less often. Lower level of thinking)
Recall or remember specific information
Who was Goldilocks?
Where did she live?
What happened to the smallest chair after Goldilocks sat on the chair?
Reading Comprehension
Questions are asked to develop higher levels of thinking to everyday reading. Reading has a greater and more diverse purpose than just the simple recall of facts. If this can be accomplished, it is likely that students will place a higher value on reading, continue to turn to it for pleasure and as a resource, and will establish it as a life-long habit.
There are questions that reflect the progression of thinking and responding from the literal level to the evaluative. Not all levels need to be developed for every reading. Consider a range that will lead the student to the greater purpose of reading.
Examples of appropriate questions are given to illustrate each level. The story of Goldilocks and the Three Bears is used to demonstrate the different levels of questioning (story below).
Higher Level of Thinking to be Better Readers
(higher order thinking at the top)
Questions to demonstrate thinking
CREATING (Questions similar to what we ask during reading lessons.)
Organize thoughts, ideas, and information into a new product or new point of view
Draw a cartoon or stories about bears. Do they all act like humans?
Do you know any other stories about little girls or boys who escaped from danger?
Point out the importance of time sequence words by asking: What happened after Goldilocks ate the Baby Bear's porridge? What happened before Goldilocks went into the forest? What is the first thing she did when she went into the house?
EVALUATING (Questions similar to what we ask during reading lessons.)
Judge and evaluate characters, actions, outcomes, etc., for personal reflection and understanding
What do you think she learned by going into that house?
Do you think she will listen to her mother's warnings in the future? Why?
Do parents have more experience and background than their children?
Would you have gone in the bear's house? Why or why not?
Do you think this really happened to Goldilocks? Why?
Why would a grown-up write this story for children to read?
Why has the story of Goldilocks been told to children for many, many years?
Why were the bears angry with Goldilocks?
Why was Goldilocks happy to get home?
ANALYZING (Questions similar to what we ask during reading lessons.)
Compare and contrast the content to personal experiences
How would you react?
Compare Goldilocks to any friend.
Do you know any animals (pets) that act human?
When did Goldilocks leave her real world for fantasy? How do you know?
How did each bear react to what Goldilocks did?
APPLYING (Questions similar to what we ask during reading lessons.)
Use information in a new way
How were the bears like real people?
Why did Goldilocks go into the little house?
Write a sign that should be placed near the edge of the forest.
Draw a picture of what the bear's house looked like.
Draw a map showing Goldilocks' house, the path in the forest, the bear's house, etc.
Show through action how Goldilocks sat in the chairs, ate the porridge, etc.
UNDERSTANDING (Questions we ask less often.)
Explain ideas or show understanding of what was read
This story was about __________. (Topic)
The story tells us ________. (Main Idea)
What did Goldilocks look like?
What kind of girl was she?
REMEMBERING (Questions we ask less often. Lower level of thinking)
Recall or remember specific information
Who was Goldilocks?
Where did she live?
What happened to the smallest chair after Goldilocks sat on the chair?
The Story of Goldilocks and the Three Bears
Once upon a time, there was a little girl named Goldilocks. She went for a walk in the forest. Pretty soon, she came upon a house. She knocked and, when no one answered, she walked right in.
At the table in the kitchen, there were three bowls of porridge. Goldilocks was hungry. She tasted the porridge from the first bowl.
"This porridge is too hot!" she exclaimed.
So, she tasted the porridge from the second bowl.
"This porridge is too cold," she said
So, she tasted the last bowl of porridge.
"Ahhh, this porridge is just right," she said happily and she ate it all up.
After she'd eaten the three bears' breakfasts she decided she was feeling a little tired. So, she walked into the living room where she saw three chairs. Goldilocks sat in the first chair to rest her feet.
"This chair is too big!" she exclaimed.
So she sat in the second chair.
"This chair is too big, too!" she whined.
So she tried the last and smallest chair.
"Ahhh, this chair is just right," she sighed. But just as she settled down into the chair to rest, it broke into pieces!
Goldilocks was very tired by this time, so she went upstairs to the bedroom. She lay down in the first bed, but it was too hard. Then she lay in the second bed, but it was too soft. Then she lay down in the third bed and it was just right. Goldilocks fell asleep.
As she was sleeping, the three bears came home.
"Someone's been eating my porridge," growled the Papa bear.
"Someone's been eating my porridge," said the Mama bear.
"Someone's been eating my porridge and they ate it all up!" cried the Baby bear.
"Someone's been sitting in my chair," growled the Papa bear.
"Someone's been sitting in my chair," said the Mama bear.
"Someone's been sitting in my chair and they've broken it all to pieces," cried the Baby bear.
They decided to look around some more and when they got upstairs to the bedroom, Papa bear growled, "Someone's been sleeping in my bed,"
"Someone's been sleeping in my bed, too" said the Mama bear
"Someone's been sleeping in my bed and she's still there!" exclaimed Baby bear.
Just then, Goldilocks woke up and saw the three bears. She screamed, "Help!" And she jumped up and ran out of the room. Goldilocks ran down the stairs, opened the door, and ran away into the forest. And she never returned to the home of the three bears.
THE END
February 2013
Dear Grade 3 Parents,
The students will be writing the EQAO test (Education Quality and Accountability Office – assessing reading, writing, mathematics) during the weeks of May 27 to June 7, 2013. Please do not book appointments or trips during this time, as the children much prefer to write the test with the whole class. This assessment is NOT a test about just the Grade 3 Curriculum. The assessment is about HOW students think and respond to questions about reading, writing and mathematics, which the students have been experiencing SINCE Kindergarten. Parents will be informed of their child’s result in October 2013 (after teachers have marked them over the summer, Hillmount teachers will not be marking them). The EQAO results will not be part of your child’s report card marks.
To prepare for this test, the students will be receiving homework which will be practising writing with old EQAO tests and workbooks. We have already been practising in class. There is a skill in writing tests and this will also allow you, the parents, to see what EQAO questions are like, as well as how your child answers (and what Ontario Grade 3’s are expected to do). We will take up the answers in class the next week.
It is important that the children answer the questions independently (child reads and answers questions on her/his own). ALL questions must be answered. Please sign after your child has re-read the story and re-read her/his answers. The text can be read as many times as needed to understand the story, as well as refer to the text when answering questions.
This is the checklist we use to help us think and check our Reading and Writing work:
Math checklist:
The children will be given as much time as needed to complete the test. Completing this test quickly is NOT a benefit. It is important to take all the time needed to answer as thoroughly as possible.
Dear Grade 3 Parents,
The students will be writing the EQAO test (Education Quality and Accountability Office – assessing reading, writing, mathematics) during the weeks of May 27 to June 7, 2013. Please do not book appointments or trips during this time, as the children much prefer to write the test with the whole class. This assessment is NOT a test about just the Grade 3 Curriculum. The assessment is about HOW students think and respond to questions about reading, writing and mathematics, which the students have been experiencing SINCE Kindergarten. Parents will be informed of their child’s result in October 2013 (after teachers have marked them over the summer, Hillmount teachers will not be marking them). The EQAO results will not be part of your child’s report card marks.
To prepare for this test, the students will be receiving homework which will be practising writing with old EQAO tests and workbooks. We have already been practising in class. There is a skill in writing tests and this will also allow you, the parents, to see what EQAO questions are like, as well as how your child answers (and what Ontario Grade 3’s are expected to do). We will take up the answers in class the next week.
It is important that the children answer the questions independently (child reads and answers questions on her/his own). ALL questions must be answered. Please sign after your child has re-read the story and re-read her/his answers. The text can be read as many times as needed to understand the story, as well as refer to the text when answering questions.
This is the checklist we use to help us think and check our Reading and Writing work:
- Can write jot notes on the side, underline or circle important words in story or question to help think
- Re-read the question slowly – Did I answer the question as asked?
- Re-read what wrote with finger under each word – Does it make sense?
- Write part of the question in your written answer
- Any words in the story or question should be spelled correctly in own written response
- Use information from the text and own ideas/personal experiences to answer questions
- Capitals to start each sentence and names of people, places, holidays, emphasis
- Punctuation in correct places (, . ? ! ” “)
- In the Writing sections, use adjectives, adverbs, fancy words (interesting Grade 3 vocabulary) and feelings
- Paragraphs (with indent) to write stories
- Last sentence should be a repeat of the first sentence, to emphasize ideas and opinions
- In the Writing sections, students are permitted to use dictionary/thesaurus
- Neatly written
Math checklist:
- Underline or circle important words in story or question to help think
- For multiple choice questions, write thinking on test, no need to erase (helps in checking work, too!)
- Understand the problem
- Make a plan
- Carry out the plan
- After answering question, read question again – Did I answer the question as asked?
- Check answer by answering again – Is the answer reasonable?
- Include calculations (all the steps to get to the answer) AND written sentence to answer questions where necessary (ex. 2+3=5 There are 5 cookies on the plate.)
- Include pictures, numbers and words (P,N,W) whenever possible to completely explain answer
- Neatly written
The children will be given as much time as needed to complete the test. Completing this test quickly is NOT a benefit. It is important to take all the time needed to answer as thoroughly as possible.
September 2012
FORMS
The students will be taking home forms to be completed and signatures throughout the school year. To help sort and track, and to reduce confusion, please enclose the communication in separate labelled envelopes (It is very confusing when many students are handing in money at the same time without their name attached!).
For example,
Teacher’s Name, Room 204
Student’s name
Form (inside)
$ (the amount enclosed, when requesting money)
Thank you for your support in completing and returning the forms promptly!
AGREEMENT/RULES
Our classroom rules are based on four agreements that the students and teacher will follow. The agreements are:
1. Listening (to the teacher and classmates)
2. Mutual Respect (of other people, things and environment)
3. Participation (the more we participate, the more we learn)
4. Appreciation (kind words to one another)
INDOOR SHOES
Please help us to keep our classroom clean by ensuring that your child has a pair of rubber-soled indoor shoes that can be kept at school for indoor use and for physical education classes. Also, you might wish to send an extra pair of shorts/pants (as seasonally appropriate) and a t-shirt for gym.
SCHOLASTIC BOOK CLUB
Each month your child will bring home a Scholastic Book Club order. Please don’t feel that you have to order books. However, with each minimum classroom order, Scholastic will provide us with a free book for our class. Should you decide to order books, please fill out the order form by following the prices listed in the “Ontario” column on the back and return to me by the date indicated on the form. CHEQUES made payable to Scholastic Canada Ltd. NO CASH.
HEALTHY SNACKS AND WATER BOTTLE
Please provide two nutritious, nut-free snacks (such as fruits, vegetables, cheese or yogurt), one for each recess to keep your child energized throughout the day. The children may bring reusable water bottles to drink in the classroom (water only). Filling bottles (classroom sink) and drinking water will be during independent work time only, not when the teacher is teaching. The bottles need to be taken home everyday, to be washed and refilled at home. Let’s be kind to our environment by using reusable bottles.
SAFE DISMISSAL
When picking up your child, please arrange a meeting spot for you and your child. This way, your child will know where to look for you. If you are late your child will be waiting for you in the office. Your child’s safety is our greatest concern. Please help us to keep your child safe by writing a note or calling the school office if you are unable to pick up your child and you have arranged someone else to pick up your child at 3:30 p.m.. Our routine is to line up and wait for the dismissal bell, and the students will exit the same doors as entry time.
HOME-SCHOOL CONNECTION
We will be using the Agendas on a daily basis to record homework and to document any important information. Please sign the Agendas daily and feel free to use the Agenda to communicate with us. We will check it daily. If there is an important note, for example, leaving the school for a doctor’s appointment, please remind your child to show it to us first thing in the morning.
HOMEWORK
Research has shown that parental involvement in a child’s education is a key to overall and ongoing academic success. The home is a child’s most comfortable learning environment. Developing the habit of completing homework on a regular basis is a vital part of a child’s education. Completing homework regularly and willingly promotes self-management skills, good study habits, a strong sense of accomplishment and the ability to adhere to deadlines.
According to the “Homework Policy” established by the TDSB (June 2008), homework should not simply be “more” work, rather a means of practising and reinforcing concepts that we have learned in class. Homework will typically consist of daily reading for about 15 minutes per day as well as language and math practice on weekdays. More details about specific assignments will be provided in the days ahead.
The most important aspect of homework is the habit and routine, we check students’ homework for completion rather than correctness. If your child is busy on certain nights, have your child write a short note in the Agenda to explain why homework was not complete (for example, Soccer game last night. Aunt came to visit last night.).
Remember: The most beneficial academic support you can provide is to read with your child every day (in English or one’s first language). By reading with you, your child will learn to regard reading as a pleasure rather than a chore, and, we hope, develop an enthusiasm for reading that will last a lifetime!
GOOD THINGS IN THE YEAR AHEAD
This is going to be a productive and rewarding year! It is important to keep in mind that we all build on small successes. The students will progress at their own individual rates, acquiring academic, social and interpersonal skills as they become developmentally ready. Maintaining each child’s self-esteem, and building a secure foundation for future growth and learning are priorities in the primary grades. Here are some ways that you can nurture your child’s progress and development:
- Celebrate your child’s success, no matter how small it may seem. An ongoing recognition will keep your child enthusiastic about learning and proud of her or his achievement.
- Read with and to your child everyday. The more exposure children have to language, the easier it is for them to incorporate new skills in reading, writing and responding, both in and out of the classroom.
- Have your child tell you three things she or he did or learned at school each day. Reviewing their day is a great way for children to refresh their memories, reflect on their learning and to share their excitement and enthusiasm for school.
Tuesday, September 4, 2012
Dear Parents/Guardians,
Welcome children and parents to Room 204! We are looking forward to working with the children.
The children will require loose and comfortable clothes and running shoes for gym. To help keep our school clean the children will need to keep a pair of indoor shoes at school. Please put your child’s name on ALL clothing so that it can be returned if lost.
School timetable
School starts - 8:55 am
Lunch - 11:40 am to 12:40 pm
Dismissal - 3:30 pm
Please remind your child to wait in the schoolyard (unless pouring rain or bitter cold) in the morning for the school bell to ring. Teachers will pick up the lined-up students from the door and take them to the classrooms. Students will be brought out to the schoolyard when it is time to go home at 3:30 pm.
Students who arrive late (after 8:55 am or 12:40 pm) must sign in at the office. If your child is leaving school early (before 11:40 am or 3:30 pm) please sign out at the office. During school hours, parent/guardians are required to report to the office.
Please keep toys (ex. Lego, Yu-Gi-Oh/Pokemon cards, Beyblade spinners, Bakugan, Nintendo DS, etc.) at home, as well as notebooks/binders, as the school will provide these work materials for your child. Keeping these things at home rather than at school will decrease the chances of having your child’s belongings of getting broken, misplaced or stolen.