Monday 6 February 2017

Class Updates



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.


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.


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