English Language and Social Studies Syllabus Grade 3 -7

Posted by Naheed Mashhadi in General, Grades 1 - 7, Parents, Resources, Teacher | 0 comments

English Language:

Grade 3, students will:

1. Identify a variety of reading comprehension strategies and use them appropriately before, during, and after reading to understand texts (e.g., activate prior knowledge through brainstorming and/or developing mind maps; ask questions to focus reading and clarify understanding; use visualization to clarify details about such things as homes and clothing of early settlers; use pictures to confirm understanding of printed text)
2. Write short texts using a variety of forms (e.g., a personal or factual recount of events or experiences that includes photographs or drawings and captions; a report comparing transportation in urban and rural communities.
3. Spell familiar words correctly

Grade 4, students will:

1. Read a variety of texts from diverse cultures, including literary texts (e.g., myths, plays, short stories, chapter books, letters, diaries, poetry)
2. Writing a diary or journal (e.g. first-person record of events, thoughts, and feelings, usually in prose, gives a personal perspective on events; dated daily or visualization to clarify details about such things as the sights, sounds, and smells in a medieval castle; make and confirm predictions based on evidence from the text; synthesize ideas during reading to generate a new understanding of a text).

Grade 5, students will:

1. Read a variety of texts from diverse cultures, including literary texts (e.g., short stories, poetry, myths, culturally focused legends, plays, biographies, novels), graphic texts (e.g., graphic novels, hobby or sports magazines, advertisements, logos, atlases, graphic organizers, charts and tables), and informational texts (e.g., editorials, reports, biographies, textbooks and other non-fiction materials, print and online articles, personal electronic and online texts such as e-mails)
2. Use parts of speech correctly to communicate their intended meaning clearly, with a focus on the use of: common, proper, and abstract nouns (e.g., courage, hope); collective nouns (e.g., flock of birds); adjectives, including comparative adjectives (e.g., bigger, more expensive); the helping verb have; adverbs modifying verbs (e.g., when, where, how); comparative adverbs (e.g., faster, slower)
3. Proofread and correct their writing using guidelines developed with peers and the teacher (e.g., an editing checklist specific to the writing task)

Grade 6, students will:

1. Characters tells the reader not to interpret the story literally, graphic texts such as an advertisement (e.g., colour and layout are used to emphasize the appeal and importance of the product), and informational texts such as an editorial (e.g., the formal, logical structure of thesis, development, and summary/conclusion helps create an authoritative impression)
2. Identify a variety of organizational patterns in a range of texts and explain how they help readers understand the texts (e.g., order of importance in a persuasive letter or news report, a grid and coordinates in a map, columns and rows in a table, time order in a biography) ;
3. Use figurative language such as similes and personification and rhetorical devices such as exaggeration to achieve particular effects;  adjust sentence length, type, and complexity to suit the audience and purpose;

Grade 7, students will:

1. Read a wide variety of increasingly complex or difficult texts from diverse cultures, including literary texts (e.g., short stories, poetry, novels, mysteries, historical fiction, autobiographies, scripts.
2. A report for a community newspaper about a public meeting on an environmental issue affecting local neighbourhoods; an autobiography for a youth magazine, web page.
3. Write complex texts of different lengths using a wide range of forms (e.g., a description of the procedure for growing rice or coffee. an argument stating the opposing points of view on a community issue, including the response of each side to the points made by the other side, for a class/school debate, or to report on the debate in a newsletter.
4. Regularly use vivid and/or figurative language and innovative expressions in their writing (e.g., a wide  variety of adjectives and adverbs; similes, metaphors, and other rhetorical devices such as exaggeration or personification)

Social Studies

:
Grade 3 Urban and Rural Communities:

Students describe similarities and differences between urban and rural communities. They investigate geographic and environmental factors that influence the development of different communities. They also examine how communities interact with each other and the environment to meet human needs.

1. identify and compare distinguishing features of urban and rural communities;
2. use a variety of resources and tools to gather, process, and communicate geographic information about urban and rural communities.

Grade 4: Canada’s Provinces, Territories, and Regions

Students investigate and describe the physical and political divisions of Canada. They determine how physical characteristics influence the economy and culture of Ontario and the other provinces and territories, and use maps, graphics, and print materials to present information about their findings. They also identify and describe economic and cultural relationships that connect communities throughout the country.

1. name and locate the various physical regions, provinces, and territories of Canada and identify the chief natural resources of each;
2. use a variety of resources and tools to determine the influence of physical factors on the economies and cultures of Ontario and the other provinces and territories. :

Grade 5 – Aspects of Citizenship and Government in Canada:

Students examine the structure and function of the three levels of government in Canada and how they relate to one another. Students use research skills and critical thinking skills to extend their understanding of the rights of groups and individuals and the responsibilities of citizenship in Canada. Students also identify ways in which government and the responsibilities of citizenship directly affect their own lives.

1. summarize the structures, functions, and interactions of Canada’s federal, provincial/territorial, and municipal governments, and identify and describe significant Canadian symbols, ceremonies, buildings, and political figures;
2. use a variety of resources and tools to gather and analyse information about government processes, the rights of groups and individuals, and the responsibilities of citizenship in Canada, including participation in the electoral process;

Grade 6 – Canada’s Links to the World

Students identify and describe Canada’s economic, political, social, and physical links with the United States and other regions of the world. They 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 world. Students identify current international issues that concern Canada, and describe Canada’s response to them.

• identify and describe Canada’s economic, political, social, and physical links with the United States and other regions of the world; – identify some countries with which Canada has links (e.g., in Europe, the Pacific Rim, the Americas, Asia, the Middle East, Africa)

History: Grade 7 – Conflict and Change

Students examine the causes of the rebellions of 1837–38 in Upper and Lower Canada and describe the roles various men and women played in the conflict.

Students use inquiry/research and communication skills to identify social, economic, political, and legal changes in the colonies between 1837 and 1850 and to analyse their importance.

• identify types of conflict (e.g., war, rebellion, strike, protest), and describe strategies for conflict resolution; identify key issues and events of the rebellions of 1837–38 in Upper and Lower Canada (e.g., issues related to land, transportation, government; events such as Mackenzie’s march down Yonge Street)