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Homeroom Teacher: Mr.

Sanderson Mme Gendron: - French Language - Mathematics - Science

Agendas are REQUIRED and ESSENTIAL. They will be used daily to keep track of homework, assignments and/or important class/school events. It is the responsibility of the student to record the homework from our Homework Board. Students need to have a parent sign the agenda daily as this reinforces the importance of responsibility and organization. If you have written us a note please remind your son/daughter to show it to us at the beginning of class time.

Mr. Sanderson: - English Language - Social Studies - Phys. Ed Mr. Ayotte: - Media

Mrs. Loach-Perry: - Health Mrs. Skirving: Mrs. Ratnayake - Music - Art & Drama

CLASSROOM RULES As part of our first week group activity, students brainstormed the rules they felt important to have. Ideas were compiled into our "Above the Line/Below the line" Rule Chart. Students are expected to be making decisions Above the Line. Consequences may take the form of a note in the agenda, detentions, students completing a reflection sheet, a phone call home or a visit to the office. We will communicate with parents if any problems arise. g the first During the first week of school your child has been successfully learning some very effective classroom management routines and techniques for cooperative learning. The activities designed for this purpose are intended to effectively foster a safe and positive learning environment that will serve as a foundation for all students to engage in learning with enthusiasm, confidence and independence. HOME AND SCHOOL COMMUNICATION Parents/guardians, students and teachers are working together as education partners. An important aspect of this partnership is communication. Monthly Calendars will be posted on the school website to inform you of important dates and our curriculum focus. Please feel free to write us a note in the agenda or contact us at the school if you have any concern or simply to communicate a message. (905) 665-2001

Character Education
At VandenBos we value the importance of fostering good social skills in our students. Beginning in September students will take part in Character Education as part of their literacy block. The following is a list of the Social Skills we will be practicing this year.

Teamwork, Courage, Respect, Perseverance, Optimism, Kindness, Integrity, Honesty and Empathy

Every effort will be made to balance the homework between French and English. Although there may be times when students have assignments/tests in both classes the students will be given plenty in advance notice. Any unfinished work will be sent home to be completed the next day. In order for parent(s)/Guardians to be aware of any late assignment(s), the student will receive a late assignment slip which will require your signature. Please sign all marked work assignments/Tests etc. and return to the appropriate teacher. In this manner you will be able to follow closely your child's progress.

On-going descriptive feedback will be provided for students orally and in written form in the language areas. Students should be taking the time to read the feedback and the suggestions given to help them improve. Formal assessments will take the form of rubrics, checklists, tests, performance assessment, presentations, conferencing and portfolio. Students will also be reflecting on their language and math achievement and setting academic goals for themselves using their Portfolio.


Literacy program is comprehensive and includes: Read Aloud - We will be reading aloud to the Grade 6s exposing them to a wide range of literature, including fiction and non-fiction, different genres, novels and picture books. It is during this time that we will be reinforcing a variety of comprehension strategies (predicting, making connections, questioning, summarizing, determining importance, inferring and synthesizing). Students will be responding to read aloud in their reading response journal. Shared Reading - We will be reading aloud together a variety of different texts, analyzing the structure and elements of them as a class and completing independent written responses. Independent Reading - students self select texts appropriate to their level, record the books in a reading log and respond to what theyve read in their reading response duotangs. Guided Reading - We will be reading in small groups formed according to similar reading levels, needs and interests. During this time I will work with a small group practicing reading strategies and comprehension skills. Writing - writing lessons will include direct instruction and modeling of ways to develop and organize ideas, different writing forms and styles, revision, editing and publishing written work and grammar lessons. Independent Writing - students will be writing a variety of different forms. (Journals, narratives, research reports, essays, poetry, etc.) and will be involved in the writing process. Spelling/Word Work - a monthly French spelling program will be starting in September and spelling tests will be on Fridays.

OVERALL GRADE 6 LANGUAGE EXPECTATIONS FOR FRENCH IMMERSION listen and respond to a variety of spoken texts and media works express ideas and opinions clearly on a range of topics, using correct pronunciation and appropriate intonation read a variety of texts and media works and demonstrate understanding through a range of contexts produce clear written texts, using a variety of forms, for various purposes and in a range of contexts identify and use appropriate language conventions during oral communication activities, in their responses to reading materials, and in their written work. In both the English & French language arts program, students will continue to... develop reading with understanding, taking a critical look at text, become familiar with various text forms and their characteristic elements develop their writing in the areas of ideas/content, organization, voice, word choice, sentence fluency, language conventions, and presentation. develop their editing, proofreading and publishing skills In oral and visual communication students will focus on: identification and development of the skills and strategies effective listeners and speakers use to understand and interact with others In Media literacy, students will continue to... develop skills necessary to understand, create, and critically interpret different media texts


- assess the impact of space exploration on society and the environment - investigate characteristics of the systems of which the earth is a part of and the relationship between the earth, the sun, and the moon - demonstrate an understanding of components of the systems of which the earth is a part of, and explain the phenomena that result from the movement of different bodies in space

Understanding Earth and Space - Term 1

- assess the societal and environmental impacts of flying devices that make use of properties of air - investigate ways in which flying devices make use of properties - explain ways in which properties of air can be applied to the principles of flight and flying devices

Understanding Structures and Mechanisms(Le vol/Flight) - Term 1

-evaluate the impact of the use of electricity on both the way we live and the environment -investigate the characteristics of static and current electricity, and construct simple circuits -demonstrate an understanding of the principles of electrical energy and its transformation into and from other forms of energy -assess human impacts on biodiversity, and identify ways of preserving biodiversity -investigate the characteristics of living things, and classify diverse organisms according to specific characteristics -demonstrate an understanding of biodiversity, its contributions to the stability of natural systems, and its benefits to human

Understanding Matter and Energy - Term 2

Understanding Life Systems - Term 2


Problem solving: solve problems - develop, select, and apply problem-solving strategies as the student pose and

Reasoning and proving: - develop and apply reasoning skills (e.g., classification, recognition of relationships, use of counter-examples) to make and investigate conjectures and construct and defend argument Reflecting: - demonstrate that the student is reflecting on and monitoring its thinking to help clarify understanding as he/she completes an investigation or solves problem (e.g., comparing and adjusting strategies used, explaining why he/she thinks its results are reasonable) Selecting Tools and Computational Strategies: - select and use a variety of concrete, visual, and electronic learning tools and appropriate computational strategies to investigate math ideas and to solve problems Connecting: - make connections among math concepts and procedures, and relate math ideas to situations or phenomena drawn from other contexts such as other curriculum areas, daily life, sports Representing: - create a variety of representations of math ideas , make connections among them, and apply them to solve problems Communicating: communicate math thinking orally, visually, and in writing, using everyday language, a basic math vocabulary, and a variety of representations, and observing basic conventions

Strands - Math Textbook: Accent Mathmatiques /Nelson Math

TERM 1 Number Sense and Numeration: Chapter 2 - 4 - 6 -9 Patterning & Algebra: Chapter 1 Geometry: Chapter 7 - Chapter 11: Lessons 5 to 8 Data Management & Probability: Chapter 3 TERM 2 Number Sense and Numeration: Chapter 10 12 Measurement: Chapter 5 - 8 & 11: Lessons 14 Geometry: Chapter 14 Data Management & Probability: Chapter 13 You may encourage your child to review or practise concepts taught in class by using the...

Nelson Math Website

Canada's Links to the World Students will identify and describe Canada's economic, political, social, and physical links with other region of the world. They will use a variety of inquiry methods and research tools to investigate the importance of international connections for Canada's well-being and influence in the global community. Students will also identify current international issues that concern our country. First Nation Peoples and European Explorers Students will learn about the main characteristics of North American First Nation cultures, including the close relationship of the First Nation peoples with the natural environment. They will investigate the motivating factors for early European exploration and the prevailing attitudes of the explorers. They will also examine the positive and negative effects of interactions between European and First Nation peoples, from first Viking contact to the time of permanent European settlement in the early seventeenth century.

Students will learn about factors that contribute to healthy development and demonstrate the ability to apply health knowledge and living skills to make informed decisions relating to their personal health and well-being. They will consider how their choices and behaviours affect both themselves and others, and how factors in the world around them affect their own and others' health and wellbeing. GRADE 6 CURRICULUM EXPECTATIONS

Please visit for additional curriculum information in these subject areas.

VandenBos P.S. WEBSITE Please visit

(a great resource for French at home)