June Learning Goals

It's almost the end of the the school year! Check out what we will be focusing our learning in our classroom this month.

Language:

Oral Language

• communicate ideas, opinions, and information orally in a clear, coherent manner using simple but appropriate organizational patterns
• demonstrate an understanding of the information and ideas in oral texts by retelling the story or restating the information, including the main idea and several interesting details
• demonstrate an understanding of appropriate speaking behaviour in a variety of situations, including paired sharing and small- and large-group discussions

Reading

• identify some simple elements of style, including voice, word choice, and different types of sentences, and explain how they help readers understand texts
• identify some text features and explain how they help readers understand texts (e.g., table of contents, index, chart, illustrations, pictures, diagrams, icons)

Writing

• gather information to support ideas for writing in a variety of ways and/or from a variety of sources (conducting research on animals)
• write short texts using several simple forms (informational paragraph about an animal)
• identify, initially with support and direction, their point of view and one or more possible different points of view about the topic (opinion writing)

Math:

• 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)
• 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)
• tell and write time to the quarter-hour, using demonstration digital and analogue clocks
• construct tools for measuring time intervals in non-standard units (e.g., a particular bottle of water takes about five seconds to empty);
• 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
• estimate, count, and represent (using the ¢ symbol) the value of a collection of coins with a maximum value of one dollar
• compose and decompose two-digit numbers in a variety of ways, using concrete materials (e.g. compose 40¢ using one quarter, one dime, and one nickel)

Science:

• identify positive and negative impacts that animals have on humans (society) and the environment, form an opinion about one of them, and suggest ways in which the impact can be minimized or enhanced
• identify positive and negative impacts that different kinds of human activity have on animals and where they live (e.g., actions of animal lovers and groups that protect animals and their rights, the homeowner who wants a nice lawn, people who visit zoos and wildlife parks, pet owners)
• describe an adaptation as a characteristic body part, shape, or behaviour that helps a plant or animal survive in its environment (e.g., some birds migrate to a warmer climate for the winter;

Physical Education:

• perform a variety of locomotor movements with and without equipment, travelling in different directions and at different speeds, and using different pathways
• participate in personal or group goal setting related to physical activity (e.g. creating a group dance routine together)
• demonstrate appropriate interpersonal skills and respectful behaviour (e.g., displaying etiquette, playing fairly, co-operating) in physical activities

Dance:

• create distinct beginnings and endings for dance phrases in a variety of ways (e.g., having a moment of silence at the beginning and end of a dance phrase; freezing at the end of a dance phrase)
• develop short movement phrases inspired by a variety of activities in their community (e.g., riding a bike; movements from sports, yoga, or playground games/activities) and incorporating different pathways (e.g., straight, curvy), directions (e.g., forward, back, sideways, diagonal), and shapes (e.g., big/small shapes, shapes created individually and with partners)
• use dance as a language to represent the main ideas in poems and stories, with a focus on body and space (e.g., use arm movements to suggest a cheering crowd; use a circle pathway to suggest the relationship among several characters; use a smooth and delicate sequence of expanding movements to suggest a butterfly emerging from a cocoon)