AA
Math
Over the next three weeks, students
will be learning how to measure length, time, and temperature. They will
estimate and compare lengths in centimeters and meters, and they will learn how
long a kilometer is. They will also estimate, measure and compare perimeters.
They will tell time on digital and analog clocks and read thermometers.
Throughout this time, you can
support your child’s learning by doing some activities such as:
- · Your child can determine his or her age and the ages of family members in years, months, and days.
- · Your child can determine the number of weeks and days between family birthdays or other special days throughout the year.
- · Your child can estimate and measure various lengths (for example, the height of the refrigerator or another appliance, the perimeter of your living room, or the distance from your house to the street).
- · You and your child could use an outdoor thermometer to read the daily temperature and record the information on a chart.
Reading
We
have been working on different reading strategies: Check
for Understanding, Back
up and Reread, Recognize Literary Elements, Retell
the Story, Predict and Confirm, Visualize, Ask Questions while Reading, Use Text
Features, Use Main Idea and Supporting
Details, and Making
Connections/Using Prior Knowledge.
Over the next few
weeks we will be working on a new reading strategy “Infer and Support with
Evidence”.
Authors don’t
always tell the reader everything they want them to know about the story. In
order to better comprehend, children must learn to be detectives and look for
clues in the text to understand the meaning of the story.
You can support
your child’s with this strategy by:
1.Have
your child read a wordless picture book. Using the pictures to tell stories
helps with the inferring process.
2.When
reading with your child, ask some of the following questions:
·
Can
you explain why the character acted this way?
·
How
do you think the author might feel about (the character)?
·
Think
about the setting…what details can you add?
·
Figure
out explanations for the events.
·
What
clues and you find in the pictures?
·
What
can you assume the author is saying or feeling without having it actually
written down? You make these assumptions using your background knowledge, clues
from the story and pictures.
Remind
your child that a book detective goes slowly, looks for clues, and uses those
clues to support his/her thinking.
Science
Our class is beginning a new science
unit called Forces Causing Movement. In this unit, students examine force as a
push or a pull that can cause movement or change movement – by making objects
speed up, slow down, or change directions. Students explore forces in nature,
such as high winds and water, and their impact on humans and the environment.
They also explore how magnetic and gravitational forces affect objects and
people.
Here are some ways that you can
support your child’s learning during this unit:
- · Go for a walk in the neighborhood or a park to observe examples of forces (people walking, running, or riding bicycles; people pulling or pushing shovels).
- · Talk about forces you use every day in your work (pushing and pulling).
- · Visit the library or look on the internet for books and sites on gravity and magnetism.
- · Read and discuss with your child articles in newspapers and magazines that show the effects of the action of forces in nature, such as hurricanes, floods, tornadoes, erosion, and landslides.
- · Conduct simple experiments using magnets.
Social Studies
Our class is beginning a new strand called People and Environments: Living and Working in
Ontario. Students will learn about the physical and municipal regions of
Ontario. They will explore the relationship between the natural environment,
land use, and employment opportunities, and how different uses of land and
resources affect the environment.
Here are some ways that you can
support your child’s learning during this unit:
- · Talk about your own experiences living and visiting different communities.
- · Notice things that will help your child describe the community we live in, such as the types of housing, transportation, and businesses.
- · Talk about things in everyday life that come from cities and rural areas, such as manufactured goods and agricultural products.
- · Talk about what type of community might be established in an area that is heavily forested.
- · Talk about the type of community; towns and cities located near lakes and rivers.
- · Talk about the type of jobs that are dependent on the seasons and that are connected to forests, lakes, and rivers.
- · Talk about the responsibilities of a municipality.
Islamic Studies
Our class is beginning a new unit The Seerah: Prophet Muhammad in Makkah. The following topics will be covered:
- Muhammad becomes a prophet
- Muhammad teaches his family and friends
- Early Muslims suffer
- Prophet Muhammad was strong and patient
- The boycott against Muslims
- The faithful wife: Khadeejah Bintu Khuwaylid
JAK
