Science Project!

We are beginning a science project to wrap up our unit on Forces Causing Movement. Students will be designing and building a car, boat or airplane that has to be able to travel at least 5 metres. See the link below for the project outline and marking scheme.

Forces Project

Please note that students will be completing this at school. I have asked the to bring in any materials that they may need, but they should be making their toy at school. Please do not feel the need to purchase any materials for this. It is much preferable to use "found" materials such as old toilet paper rolls, popsicle sticks, water bottle lids, pop cans, etc.

Thank you for your continued support. Please feel free to contact me if you have any questions about this project.

March Newsletter

Dear Parents, 

Well, here we are, approaching the March Break.  If any of you are travelling, have fun and stay safe.  For those of you who are staying here, enjoy your week as there are many wonderful things to do here in Ottawa! 

Math

We are wrapping up our Multiplication and Division Unit, however, I encourage you to please continue practising these skills at home with your child as they are very important to know as they move on in Math.  The Multiplication and Division Strategies that the children were taught in class are the following:

Multiplication Strategies: Grouping, Repeated Addition, Skip Counting, Arrays and Doubling/Halving.

Division Strategies: Equal Grouping, Repeated Subtraction, Skip Counting Backwards and Arrays

You can access everything we have taught the students about multiplication and division (and more) using this link to our Hapara workspace for the unit: http://j.mp/2VbXBn1

Please continue to have your child work on memorization of the times tables up to seven.  

Next we will be covering our 2-D and 3-D Geometry Units. The expectations are as follows: 

– use a reference tool to identify right angles and to describe angles as greater than, equal to, or less than a right angle 

– compare various angles, using concrete materials and pictorial representations, and describe angles as bigger than, smaller than, or about the same as other angles 

– identify and compare various polygons and sort them by their geometric properties 

– solve problems requiring the greatest or least number of two-dimensional shapes needed to compose a larger shape in a variety of ways 

- explain the relationships between different types of quadrilaterals 

– identify and describe the two-dimensional shapes that can be found in a three-dimensional figure 

– compare and sort prisms and pyramids by geometric properties 

– describe and name prisms and pyramids by the shape of their base 

– construct rectangular prisms and describe geometric properties of the prisms 

– identify congruent two-dimensional shapes by manipulating and matching concrete materials 

– complete and describe designs and pictures of images that have a vertical, horizontal, or diagonal line of symmetry 

– describe movement from one location to another using a grid map– identify flips, slides, and turns, through investigation using concrete materials and physical motion, and name flips, slides, and turns as reflections, translations, and rotations 

Language

We continue to work on Persuasive Writing and when this is completed, we will move on to Narrative Writing.  The children are also learning to self-edit and reflect on their written pieces.  This means following the checklists for various pieces of writing and ensuring that all features are included in their own piece.  If they discover that they are missing something, they are encouraged to add it into their final copy before it is corrected by the teacher.  

When your child reads at home, please continue to ask him/her to retell the story with as much detail as possible, ensuring that they include the features of a Narrative text: characters, setting, problem, sequence of events, and the solution.  Ask them questions about the story to see if they are actually understanding what is taking place.  Often children can read lots of words, but this does not always mean that they are comprehending what they are reading. In class, we are using a tool called a Go Map to help students organize their thinking around the elements of stories. Encourage your child to share what a Go Map is and how it helps them. 

This term we will continue to read a variety of texts.  The children are expected to answer comprehension questions, while making sure that they use enough detail from the story and their own thoughts to display comprehension of what was read.  A major focus this term will be the Main Idea of a text.  I often ask the children why the author wrote the story.  Was there a purpose or a lesson to be learned?

Science

In Science, we will continue to explore Forces. Our next unit will be Soils.

Religion

As you know, the Lenten Season will soon be upon us and this is a very special time for Catholics.  We will be talking a lot about Jesus, His life, His death and His resurrection.  Your child may come home with a lot of questions.  Please try to have regular conversations with your child about Jesus’ journey.  The children will all write down something that they would like to do over the forty days of Lent.  

Important Dates for March

Wednesday, March 6th: Ash Wednesday - Lent Begins!

Monday, March 11th-Friday, March 15th: March Break! 

Please continue to look at your child’s agenda and the classroom twitter feed (@MrPouliot) daily. 

Thank you all for your support so far this year! 

Mr. Pouliot

February Newsletter

Dear Parents,

It is hard to believe that we have been back at school for almost month since the Christmas break.  We are already back into the groove of school and the children will soon be working hard on assessments and check-ins due to the fact that report cards are coming out later this month!  Thank you all for joining us at our Christmas Concert. I hope that you thoroughly enjoyed it.

Math

We have wrapped up our Data Management unit and will begin our Multiplication, Division and Fractions unit next.  The curriculum expectations that we will be looking at are: 

– relate multiplication of one-digit numbers and division by one-digit divisors to real life situations, using a variety of tools and strategies (e.g., place objects in equal groups, use arrays, write repeated addition or subtraction sentences) (Sample problem: Give a real-life example of when you might need to know that 3 groups of 2 is 3 x 2.);

– multiply to 7 x 7 and divide to 49 ÷ 7, using a variety of mental strategies (e.g., doubles, doubles plus another set, skip counting).

– divide whole objects and sets of objects into equal parts, and identify the parts using fractional names (e.g., one half; three thirds; two fourths or two quarters), without using numbers in standard fractional notation

Please work on memorization of the times tables up to seven at home with your child while we work on developing a knowledge for the strategies at school. I recently gave students their PIN numbers for a program called “Xtramath”. This is an excellent way to learn basic facts. It starts with addition, however, and then moves on to the other operations when addition has been perfected.   

Language 

We are working on Persuasive Writing.  The children have been writing persuasive paragraphs. We will be discussing the features of Narrative Writing next (characters, problem,  setting, sequence of events and a solution). 

The children have been reading and answering questions on what they have read to display their understanding of the story.  When your child reads at home,  please ask them to retell the story with as much detail as possible, and assuring that they include the features of Narrative writing listed above.  Ask them questions about the story to see if they are actually understanding what is taking place.  Often children can read lots of words, but this does not always mean that they are comprehending what they are reading.  

A big part of the grade on their report card for "reading" will be based on how they answer comprehension questions in writing.  Please note that if their reading grade is lower than expected, it is not because they cannot read or comprehend at grade level.  In Grade 3, they are learning how to  display their comprehension in writing, using detail from the text and their own thinking, and a portion of the grade depends on how they are doing with regard to this.  I will be sending home their assessment folders soon, so please review some of the reading assessments we have done in class to get an idea of what your child’s mark may look like. 

Science 

We have finished our Strong and Stable Structures Unit and are now exploring Forces.  

Learning Skills

The learning skills that we will focus on for this term's report card are Organizational and Independent Working skills.  Some of the expectations for each listed below.  The children will soon be bringing home a list of expectations for these skills.  They will mark down how they feel they are doing and I have done the same.  When this sheet comes home, please sign it and send it back to school.  Thank you.   I will comment on the other learning skills on the report card as well if I feel it is necessary to do so.

Organization:

-devises and follows a plan and process for completing work and tasks

-establishes priorities and manages to complete tasks and achieve goals

-identifies, gathers, evaluates, and uses information, technology, and

resources to complete tasks   

-comes to school prepared for the day

-can quickly find the tools needed to begin his/her work promptly and due to these work habits is able to produce and complete all required assignments 

Independent Work:

-uses time efficiently when completing an assignment by staying focused on the task at hand

-completes work on his/her own, using available 

resources such as anchor charts, checklists and teacher feedback

-shows an understanding of the concepts studied and applies them in different contexts

-works well without supervision, demonstrating learning skills that help him/her to solve problems independently

-listens well and is not distracted by surroundings

-independently monitors, assesses, and revises plans to complete tasks and meet goals

-uses class time appropriately to complete tasks

-follows instructions with minimal supervision

Valentine’s Day

We will celebrate Valentine’s Day here at school.  Again, I will bring in treats that are nut free. If you would like to send in treats that day, please ensure that they are store bought and have a nut free label.  If you do not want your child to have treats, please let me know in advance.  We will hand out Valentine’s Day cards. If your child would like to participate, please have them make a card for all of the children in the class.  Thanks!

Litterless Lunches

We have begun our Litterless Lunch program at school.  We ask that on Wednesdays, children have a lunch in which they have no wrappers to throw out into the garbage.  Plastic containers that they can bring home is a great idea to help promote this campaign.  We could win a prize as well because there will be students coming by the classrooms to survey!

Important Dates for February 

Wednesday, February 14: Valentine's Day

Thursday, February 13: Report Cards go home

Friday, February 15: PD Day

Monday, February 18: Family Day (no school)

Wednesday, February 20: Gatineau Park

Reminders

With the cold weather that we have been having, I ask that the children wear their snow pants at all recesses and after school to go home.  If you decide that your child does not need to wear them, please send me a note.  Thanks!

Thank you for your support this year so far! Please remember to check our Twitter feed (@MrPouliot) regularly to see a peek into our class. 

Happy Valentine’s Day!

Data Management Test on Thursday

This Thursday, January 24th, we will be having our Data Management test. The children have been doing very well in this unit and it has been quite easy for them. In this unit we have covered:

• doing surveys and creating tally charts
• creating tables from the tally charts
• drawing vertical and horizontal bar graphs from the tables
• drawing pictographs, using a scale
• interpreting the information in graphs
• understanding how to find the mode of a set of data

One area that students are finding challenging is figuring out the scale being used in a pictograph, if they are given a number for a category. Here is an example of this type of question:

To solve this type of problem, students need to identify that there are 5 people who like pineapple, and then see that there are 2.5 pizzas drawn. They could count by 1's, but that would only give them 2.5 people. Thus, they should try to count by 2's which gives them 5, because there are 2 whole pizzas and one half, which would represent 1 person. Some students may be ready to use their understanding of multiplication or division to solve this, but for those who don't. I recommend starting at 1 as a scale, and then going up until you get an answer that fits. 

Here are some links to practice problems if you wish to review the concepts with your child. Some we have completed in class, while others are new.

https://docs.google.com/document/d/1MEl4nlS_MxCh45rwBsU8vl9dExC0XVKM4kqnYQW-zow/edit?usp=sharing

https://drive.google.com/file/d/1BvF1tBUwf00Af8vixa1oTQK78P_vSMpk/view?usp=sharing

https://drive.google.com/file/d/1vZ4xWl5imDPYg44q8XOkLwfHl4PBuFmS/view?usp=sharing

https://drive.google.com/file/d/1ezw5arfcB8HNoKNzk93lVJ1CDh6XV0n6/view?usp=sharing

http://kimlussier.com/resources/Grade%203%20Data%20Management%20Review.pdf

New Homework Routine for a New Year

Welcome back and Happy New Year!

Starting this week, we will be beginning a new homework to routine to focus on math problem solving and spelling skills, along with some writing and reading. We will be returning to using the homework on the slidedeck that we used in the beginning of the year with a few changes to help make things easier for students to complete their tasks.

First, a homework folder is going home today with blank paper in it for students to complete their homework on. Each week, please have your child complete the homework for the week indicated in the slidedeck. There will be some math problems each week to solve, a writing task, some spelling practice, and a link to a Readworks.org reading task. The readworks task can be completed online.

Finally, I have changed the spelling program to one that includes more opportunities for students to practice word pattern and phonics skills. Students will receive the list each week on Monday, and we will have our quiz on Friday. We will be practicing spelling in class as well as for homework.

If you have any questions about the new homework routine, please let me know, and I will be happy to assist in any way.

January Newsletter

Dear Parents,

Happy New Year! With the New Year upon us, I have planned some fun new experiences for the students.  As you know, in February, we will be snowshoeing in Gatineau Park for a field trip. We have a class set of snowshoes at St. Anne, so I am hoping to give the students an opportunity to practice before our adventure in February.

We will also be going to Swim to Survive starting February 19th, and Ms. Teevens will be returning to us for her practicum beginning February 19th until the week after the March Break.

Important Dates: January 25 - PD Day

Math:

 We are beginning our unit on Data Management.  These are the overall expectations for this unit:

1. Demonstrate an ability to organize objects into categories, by sorting and classifying objects using two or more attributes simultaneously .
2. Collect data by conducting a simple survey about themselves, their environment, issues in their school or community, or content from another subject;
3. Collect and organize data and display the data in charts, tables, and graphs (including vertical and horizontal bar graphs), with appropriate titles and labels and with labels ordered appropriately along horizontal axes, as needed, using many-to-one correspondence (e.g., in a pictograph, one car sticker represents 3 cars; on a bar graph, one square represents 2 students) 
4. Read data presented in charts, tables, and graphs, then describe the data using comparative language, and describe the shape of the data.
5. Interpret and draw conclusions from data presented in charts, tables, and graphs;
6. Demonstrate an understanding of mode, and identify the mode in a set of data.

In this unit, students will be practicing sorting data using a Venn diagram, conducting surveys with classmates, and reading and interpreting data on bar graphs and pictographs.

Language:

Writing- We are starting our unit on Persuasive writing. When students write paragraphs, I am looking for an opening sentence, at least three examples, a detail for each example, and a closing sentence.  I also ask students to focus on writing conventions (using capital letters, using a personal dictionary or word wall for spelling, making sure sentences make sense).  For our Persuasive writing unit, I will continue to focus on these important aspects of a good paragraph and will introduce students to “persuasive” adjectives. Our final assessment for this unit will be to create and present a poster about their favourite book.

Reading - Our focus for Reading this month will be on finding the Main Idea in a passage as well as Making Inferences in what we read.  Students will continue to practice with short EQAO reading passages. We are also continuing to read the novel Wonder as a class.

Pen Pals - We are soon going to be communicating with a class Grade 3 class at St. Gregory. Students will be sending and receiving letters from their friends.  This is a meaningful way for students to practice the skill of friendly letter writing.

Science:

We are now beginning our unit on Natural Forces. Students are learning about natural forces such as gravity, magnetism, erosion, and friction.  We will be performing some simple experiments to show how these forces affect our lives.

As always, if you have any questions or concerns about anything in the classroom or in this newsletter, please let me know and I will be happy to discuss with you.

Time and Temperature Test Wednesday

Our class has been studying time and temperature over the past few weeks. On Wednesday morning we will be having our time and temperature test for this unit, so that we can begin a new unit when we come back from the holidays.

The concepts covered in the test are:

1. relating units of measurement for time:
1. 60 seconds in a minute
2. 60 minutes in an hour
3. 24 hours in a day
4. 7 days in a week
5. about 4 weeks in a month, or about 30 days
6. 365 days in a year, or 12 months or 52 weeks
2. telling time to the nearest 5 minutes
3. reading temperature on thermometers
4. understanding benchmarks for temperature - in class we say "30 is hot, 20 is nice, 10 is cool, 0 is ice"

In the homework on the sidebar I have attached a time and temperature review. It is only there to assist parents and students in studying for our test, which will be mostly made up of old EQAO questions on time and temperature. You do not have to complete the entire package. Work on the parts that seem most difficult for your child. In grade 3, we tell time to the nearest 5 minutes, so if any of the clocks look like they are pointing to something other than a 5 minute mark, it is actually trying to point to the nearest 5 minute mark. 

This has been a fairly easy unit for students, so I suspect everyone will do well. The review sheets are provided simply if you wish to review with your child. 

Thank you, and good luck!