March Learning Goals

March is already here! Click the link below to find out what we will be focusing our learning on in Room 109 this month.

March Learning Goals

Language:

• reflect on and identify their strengths as readers, areas for improvement, and the strategies they found most helpful before, during, and after reading
• read and demonstrate an understanding of a variety of literary, graphic, and informational texts, using a range of strategies to construct meaning

• identify, initially with support and direction, their point of view and one or more possible different points of view about the topic
• identify and order main ideas and supporting details, using graphic organizers (e.g., characters, setting, problem, solution; a sequential chart: first, then, next, finally) and organizational patterns (e.g., problem solution, chronological order)
• write short texts using several simple forms
• spell unfamiliar words using a variety of strategies that involve understanding sound-symbol relationships, word structures, word meanings, and generalizations about spelling
• use some appropriate elements of effective presentation in the finished product, including print, different fonts, graphics, and layout

Math:

• 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.”);
• 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.”);
• estimate and measure length, height, and distance, using standard units (i.e., centimetre, metre) and non-standard units;
• select and justify the choice of a standard unit (i.e., centimetre or metre) or a nonstandard unit to measure length
• estimate, measure, and record the distance around objects, using non-standard units (perimeter)
• estimate, measure, and record area, through investigation using a variety of non-standard units

Social Studies:

• compare selected communities from around the world, including their own community, in terms of the lifestyles of people in those communities and some ways in which the people meet their needs (e.g., in northern Europe, people have homes that are heated and insulated, while in the Caribbean, houses do not need to be insulated and may have rooms that are open to the outdoors;)

• describe some of the ways in which two or more distinct communities have adapted to their location, climate, and physical features (e.g., in Arctic Canada, where it is cold, people wear warm clothes made with fur and hide or insulated with down or fleece

Dance:

• apply the creative process to the composition of simple dance phrases, using elements of dance to communicate feelings and ideas
• demonstrate an understanding of a variety of dance forms and styles from the past present, and their social and/or community contexts

Physical Education:

• 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)
• using rolling to send balls of different shapes and sizes to partners and to aim at different targets