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aelmahrouk@abraarschool.com

My name is Asmaa Elmahrouk and I will be the Arabic teacher this year. It has been a great few years teaching at Abraar Elementary School. I have been an Arabic teacher in Ottawa for about 15 years now. Throughout the year, we will dive into the beautiul Arabic language, equipping your child with the knowledge and skills they need to excel.

Jazakum Allahu Khairan, I pray that Allah (swt) makes this class a wonderful and enlightening experience for your children, one that enriches their lives in both this world and the hereafter.

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Scroll down in the link to grade 3.

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Overview

We updated the math curriculum for Grades 1 to 8. Teachers will use the new curriculum starting September 2020.

The new mathematics curriculum is part of a four-year math strategy designed to:

improve student performance in math

help students solve everyday math problems

increase students' employability to attain the jobs of the future

Ontario's elementary math curriculum was last updated in 2005.

About the new math curriculum

Content and structure

In the 2005 curriculum, students found it difficult to connect learning from year to year. There are different expectations for English-language and French-language learners.

In the 2020 curriculum, there will be clear connections to show how math skills build from year to year. There will be one curriculum in both English and French - the same learning experience for all Ontario students.

Real-life connections

In the 2005 curriculum, there are outdated examples for students.

In the 2020 curriculum, there will be relevant, real-life examples that help connect math to everyday life, such as developing infographics, creating a budget, e-transfers and learning to code.

Number facts

In the 2005 curriculum, students are not required to memorize key number facts.

In the 2020 curriculum, there will be more focus on fundamental math concepts, such as learning multiplication facts of 0 × 0 to 12 × 12, to enhance problem solving and mental math.

Spatial sense

In the 2005 curriculum, younger grades have limited learning about spatial reasoning, for example making connections between measurement and geometry.

In the 2020 curriculum, there will be use of spatial relationships and shapes to help young children prepare to learn later math. Across all grades, students will understand basic number concepts, patterning and geometric concepts.

Fractions

In the 2005 curriculum, fraction concepts are confusing in early grades.

In the 2020 curriculum, there will be concepts about equal sharing to make fractions easier to understand, starting in Grade 1.

Mathematics confidence

In the 2005 curriculum, building mathematics confidence is implied.

In the 2020 curriculum, there will be tools and strategies that are part of the curriculum to help students develop confidence, cope with challenges and think critically.

Coding

In the 2005 curriculum, there are no explicit references to coding.

In the 2020 curriculum, starting in Grade 1, there will be coding skills to improve problem solving and develop fluency with technology.

Financial literacy

In the 2005 curriculum, financial literacy concepts are limited to basic understanding of money and coins.

In the 2020 curriculum, there will be mandatory financial literacy learning in Grades 1 to 8, including understanding the value and use of money over time, how to manage financial well-being and the value of budgeting.

Summary of major knowledge and skills

The curriculum will teach students fundamental math skills and connect them to real life to prepare students for success - now and in the future.

The new curriculum describes the knowledge and skills that students are expected to learn in each grade. It is organized in five areas with social-emotional learning skills and mathematical processes being taught and assessed through all areas.

Number

Students learn about the world of numbers and develop fundamental skills, including understanding basic number facts, such as 5 × 5 = 25 and how to solve mathematical problems in everyday life.

Students will:

understand fundamental concepts and skills across all elementary grades so they are equipped to perform efficient and accurate mathematical calculations both mentally and on paper

increase their confidence with different types of numbers - whole numbers, fractions, decimals and integers - and build the skills to use them for a variety of purposes and real-life applications

start developmentally-appropriate fraction concepts earlier

Algebra

Students learn about patterns and algebraic expressions. Students analyze real-life situations using coding and apply the process of mathematical modelling. For example, in Grade 1, students could plan and track class donations to a food bank and by Grade 8, students could develop a strategy to reduce waste at school.

Students will:

be introduced to mathematical modelling and learn how math can be used to better understand and make predictions about real life

develop algebraic reasoning skills throughout the grades, as students work with patterns, relationships and expressions

Data

Students learn how to collect, organize, display and analyze data to make convincing arguments, informed decisions and predictions.

Students will:

learn to be critical consumers of data and how to determine when data is being misrepresented

develop skills to create infographics to tell a story using data

make connections between the use of data and understanding the chance that something might happen, for example, weather forecasts

Spatial sense

Students learn about measurement and geometry to help them describe and explore the world around them.

Students will:

make connections between measurement and geometry in order to describe objects and their relationships to the space around them

recognize how spatial sense informs graphic design, the planning of structures, and coding

learn to estimate measures and use measurement tools accurately

better understand different measurement units that are commonly referenced in the digital world today, including large measurement units, such as terabytes, and very small measurement units, such as nanoseconds

Financial literacy

Students will build their skills and knowledge about the value and use of money, how decisions impact personal finances, as well as develop consumer and civic awareness.

Students will:

learn how to manage finances responsibly, such as creating a budget to help save enough money to buy something they want such as a book, toy or a video game

begin to develop a greater awareness as consumers and contributors in the local and broader economic system

Social-emotional learning skills and mathematical processes

Social-emotional learning skills help students develop confidence, cope with challenges and think critically. This learning reflects current research and the government's commitment to student well-being and skill-building to help students see themselves as capable and confident math learners.

Students will develop social-emotional learning skills and use math processes (for example, problem solving and communicating) across the math curriculum. Students will learn to:

make connections between math and everyday life, at home and in the community

recognize mistakes and learn from them

use strategies to be resourceful in working through challenging problems

Support your child's learning

Math is everywhere. You can help your children make connections between what they learn in school and everyday experiences at home and in the community, such as:

buying something at the store

cooking at home

managing money

You can make a difference and support your child's learning if you speak positively about math and model confidence. Learn more about how to make math part of your day.

Find out what students learn grade by grade

Key concepts and skills like addition, subtraction, division and multiplication help set the stage for more advanced skills like working with decimals, data and integers.

New areas like coding, mathematical modelling and financial literacy will help provide the foundation students need to be competent and succeed in the world today. Prioritizing their well-being will help give students the tools and confidence to approach math positively, enjoy and appreciate mathematics as well as overcome any anxiety they may experience.

Grade 1

Here are some of the knowledge and skills that students are expected to learn.

Grade 2

Here are some of the knowledge and skills that students are expected to learn.

Grade 3

Here are some of the knowledge and skills that students are expected to learn.

Grade 4

Here are some of the knowledge and skills that students are expected to learn.

Grade 5

Here are some of the knowledge and skills that students are expected to learn.

Grade 6

Here are some of the knowledge and skills that students are expected to learn.

Grade 7

Here are some of the knowledge and skills that students are expected to learn.

Grade 8

Here are some of the knowledge and skills that students are expected to learn.

How we developed the new curriculum

This new curriculum was informed by the results of Ontario's 2018 public consultation with parents, educators and stakeholders about the areas of focus that would help improve student achievement.

The curriculum has also been informed by extensive research led by Dr. Christine Suurtamm, Vice-Dean of Research and Professional Development and Full Professor of Mathematics Education at the Faculty of Education, University of Ottawa, with input from academics and education experts in the area of math learning.

To understand current approaches to teaching math, we researched trends in high achieving regions and reviewed best practices in math education.

We continue to work with leaders, researchers and teachers in math education to ensure the new curriculum is relevant and meets the needs of Ontario.

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We updated the math curriculum for Grades 1 to 8. Teachers will use the new curriculum starting September 2020. The new mathematics curriculum is part of a four-year math strategy designed to: improve student performance in math help students solve everyday math problems increase students' employability to attain the jobs of the future Ontario's elementary math curriculum was last updated in 2005.

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Hands-On Math Goes Digital In and Beyond the Classroom!

Explore Our Collection of FREE Virtual Manipulatives

From Number Lines to Base Ten, Pattern Blocks to Place Value, Disks our collection of free Virtual Manipulatives gives educators and families access to visual and hands-on digital resources that lead to understanding. Students can use these resources in class and at home to practice math concepts, reinforce their growing math understanding, technology they love in the process.

Free Resources & Instructions for Teachers and Families

We've developed these resources for easy access and easy use:

How-To Videos

There's a short video for each of the Virtual Manipulatives in our collection so teachers can use these digital materials easily and confidently with students.
Watch Now

Activities

Activities from the Didax books that teachers use most for easy download. Engaging challenges address core math operations, concepts and skills, from early numeracy all the way to introductory geometry and algebra.
Access Now

FAQ

Download this document of FAQ's to answer your Virtual Manipulative questions.
Download Now

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Demonstrate key math concepts in your classroom using our new virtual manipulatives!

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https://www.dcp.edu.gov.on.ca/en/curriculum/science-technology/context/strands

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Science and Technology curriculum, Grades 1-8: a guide for parents

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About the revised science and technology curriculum

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Assalam alaikoum, my name is Said. I am an Ontario certified teacher and Quebec certified teacher. I have a bachelor degree in French language,  in education and  in Islamic studies.I did my certification specialist course in FSL( clic on the link ) . Specialist course

.I am  also working on a master degree in education. I used to be a teacher mentor with Ottawa U.  I have an AIM certification ( please clic on the link below) AIM , and a degree in marketing management.

Taught French as a first language and a second language for many years as a homeroom and as a subject teacher using varied instructional strategies.

I am also a principal of a weekend Arabic\Quran school since 2009 . I have a long experience with community service as a member  of board and as a  head kid committee. I led around a group of kids through a rich  schedule of interesting  curricular and extracurricular events.

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Main Learning Objectives for the Year, Students will:

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Main Learning Objectives for the Year, Students will:

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BL1: Recognize that it is part of our fitrah (فِطْرَةٌ) to submit our senses and being to the Only God who encompasses everyone and everything.  BL3: Develop an understanding of the significance of each article of faith while recognizing each article as an important aspect in attaining and maintaining Allah’s guidance in our lives.BL3: Develop an understanding of the significance of each article of faith while recognizing each article as an important aspect in attaining and maintaining Allah’s guidance in our lives.BL4: Internalize and appreciate the foundational and purifying nature of the five pillars in the journey of shaping the spiritual and social well-being of humans.WO1: Describe the role of worship in improving our daily lives while connecting regular actions and habits with acts of worship.WO2: demonstrate an understanding (in words and action) that prayer is a priority in our lives to maintain close connection with Allah.WO3: Apply methods to prepare and practice daily prayers as individuals or part of a congregation.Describe how Quraish tried to face the message of Islam through its various attempts to challenge the prophet and his companions. Define cooperation and respect  while presenting how they can be practiced in different settings.BL3: Develop an understanding of the significance of each article of faith while recognizing each article as an important aspect in attaining and maintaining Allah’s guidance in our lives.

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Students will be assessed on their ability to:
•  learn the words in this unit;
•  use French spontaneously, both with the teacher and with peers;
•  pronounce words correctly;
•  answer questions based on the story;
•  memorize the play;
•  perform the play;
•  listen well;
•  cooperate with peers while working with a partner;
•  participate with enthusiasm;
•  complete work on time;
•  stay focused and productive in class.

These assessments come in many types, such as written work, portfolios, grading, tests, quizzes, and project-based assignments.( clic on the link below)

FSL_assessment and evaluation

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Assalamu Alaikom

My name is Sahar Ahmad, I am Arabic and Quran teacher in abraar school since 2012 and  I worked  as a Quran teacher in Al Furqan school for seven years, and Al Noor school for thirteen years. I enjoy spending my time gardening and with my family.

My goal is to make our students  to love the Quran , understanding the meaning of the verse, apply Quran manners (respect, good listening ,proper pronunciation) ,recite and memorize Suras with Tajweed  and Read the the Nuranay lessons with clear pronunciation

Please feel free to contact me through the school number, or my email, at sahmad@abraarschool.com.

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Word for Word Quran teacher - reciter program, online, learning tp read quran, English translation

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Web application word for word, Quran teacher/reciter, Reading and tajweed helper tool, and quran translation in English

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Gr.3_Expectations ( please clic on the link below)

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Gr.3_Expectations ( please clic on the link below)

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Gr.3_Expectations

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My name is Hiat Zakaria, and I am the Homeroom teacher for 3B.
I believe that a good parent-teacher partnership is necessary for maximum school success. Throughout the year I will communicate with you through email, google classroom, class dojo, report cards, and parent-teacher conferences. I encourage you to contact me if you have any questions, concerns or suggestions at any time. The best way to reach me is through email. hzakaria@abraarschool.com. You can also message me on dojo.

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The first thing we do after azkar is DEAR!

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https://www.dcp.edu.gov.on.ca/en/curriculum/science-technology

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We ask Allah (SWT) His thabat and guidance.
يَا مُقَلِّبَ الْقُلُوبِ ثَبِّتْ قَلْبِي عَلَى دِينِكَ

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From Communicative to Action-Oriented: A RESEARCH PATHWAYDr. Enrica Piccardo

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From Communicative to Action-Oriented: A RESEARCH PATHWAYDr. Enrica Piccardo

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IXL covers everything students need to know for grade 3. Fun, visual skills bring learning to life and adapt to each student's level.

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Elementary social studies, history and geography: a guide for parents

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Find out what students will learn in social studies, history and geography, Grades 1 to 8

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Ophea's Gender-Based Violence Prevention e-Learning module was developed to increase educator awareness and understanding of gender-based violence, and the importance of teaching gender-based violence

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I have a passion for gardening and swimming.

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Browse Coding Games. Award winning educational materials designed to help kids succeed. Start for free now!

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Strand: Understanding Life Systems

GROWTH AND CHANGES IN PLANTS

Book: Watch it Grow

Growth and Changes in Plants focuses on the characteristics and requirements of plants and the ways in which plants

grow. Students will observe and investigate a wide variety of local plants, from trees and

mosses in their natural environment to flowers and vegetables grown at school or

on farms, and will consider the impact of human activity on plants and their habitats.

Students will also learn about the importance of plants as sources of oxygen, food, and shelter, and the need for

humans to protect plants and their habitats

Strand: Understanding Matter and Energy

Forces Causing Movement

Book: Spring Into Action

There are several types of forces that cause movement. Forces can cause objects to speed up, slow down, or change direction through direct contact or through interaction at a distance. Forces in nature, such as high winds or water, can have a significant impact on humans and the environment, and need to be regarded with respect.

Strand:  Understanding Structures and Mechanisms

STRONG AND STABLE STRUCTURES

Book: Build it Up

Both people and animals build structures, and both people and animals need their structures to be strong and stable and to last a long time. Students need to

understand the important distinction between strength (the capacity to withstand

forces that tend to break an object or change its shape) and stability (the capacity to maintain balance and stay fixed in one position), and the ways in which these two

properties affect the usefulness of a structure.

Strand: Understanding Earth and Space Systems

SOILS IN THE ENVIRONMENT

Book: Down Under

Soil is  not just dirt but an essential source of life and nutrients for many organisms, including humans. Soil provides a base for forests, fields, farms, and gardens and is necessary to many different kinds of animals and plants. Through investigations, students will learn that soils are composed of a variety of living and non- living things and earth materials; that there are different kinds of soil; and that the unique characteristics, composition, and condition of each soil type determine its capacity to sustain life. As they learn about the importance of soils, students will also learn about ways to maintain healthy soil conditions, including the process of composting

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D1.1 create two- and three-dimensional works of art that express personal feelings and ideas inspired by the environment or that have the community as their subject (e.g., make a symmetrical sculpture of an insect or a flower, using natural materials such as wood, pebbles, dry seed pods, feathers; draw a picture depicting a solution to the problem of litter in their community; make a painting of nature, focusing on a feature of personal interest or meaning to themselves)

D1.2 demonstrate an understanding of composition, using principles of design to create narrative art works or art works on a theme or topic (e.g., use shapes of various sizes, in the foreground, middle ground, and background, to create an illusion of depth [perspective] in a painting about a make-believe world; create a mural to express a response to a community celebration, using a variety of lines and shapes; using a scratchboard that has a layer of various colors covered by India ink, make a high-contrast line drawing about a story by scratching the black surface to reveal the colors beneath the surface) a mural to express a response to a community celebration, using a variety of lines and shapes; using a scratchboard that has a layer of various colors covered by India ink, make a high-contrast line drawing about a story by scratching the black surface to reveal the colors beneath the surface)

D1.3 use elements of design in art works to communicate ideas, messages, and understandings (e.g., use asymmetrical cut-paper composite shapes to depict a Canadian landscape, with a clear foreground, middle ground, and background; use color values and shapes in a “What’s inside me?” painting in the X-ray style of Norval Morrisseau to create contrast between the inside and the outside of the figure)

D1.4 use a variety of materials, tools, and techniques to respond to design challenges (e.g.,

drawing: use a variety of lines and shapes, drawn with pencil and marker, to show movement in a flipbook about weather

mixed media: use wax crayons, oil pastels, paint resist, and materials of various textures [e.g. yarn, found objects] to depict a tree or plant above ground, and use the technique of elaboration to depict what is hidden below ground

painting: create a watercolor or tempera painting of animals, using color in a non-representational and expressive way

printmaking: paint stencil prints in warm and cool colors, creating a simplified pattern inspired by a favorite fruit

sculpture: use modeling clay to create organic forms that are inspired by nature, such as shells, seed pods, and water-worn stones, and that show some kind of metamorphosis or transformation into another form or figure)

D2. Reflecting, Responding, and Analyzing

D2.1 express personal feelings and ideas about art experiences and images (e.g., create a poster for an exhibition, using words of different sizes and colors to show their excitement about the event; express thoughts and ideas about an art work while in role as the artist in a peer artist interview)

D2.2 explain how elements and principles of design are used to communicate meaning or understanding in their own and others’ art work (e.g., color value in Emily Carr’s Indian Church; organic shapes to make the monsters look less frightening and more like stuffed animals in Where the Wild Things Are by Maurice Sendak)

D2.3 demonstrate an awareness of the meaning of signs and symbols encountered in their daily lives and in works of art (e.g., fonts or logos that remind them of specific companies, messages, or moods; the meaning of animals such as the orca in Aboriginal clan symbols or the Inukshuk in Aboriginal art)

D2.4 identify and document their strengths, their interests, and areas for improvement as creators of art (e.g., keep an art journal to record what they think they have done well in their art works, or learned about in their art works, as they complete them; use the strategy of matching word and image to share their feelings about an art work or its creation)

D3. Exploring Forms and Cultural Contexts

D3.1 identify and describe a variety of visual art forms they see in their home, at school, in the community, and in visual arts experiences (e.g., original paintings at a community gallery, sculptures in a local park, art reproductions in offices, murals or sculptural monuments in the community, mixed media art works at arts festivals)

D3.2 demonstrate an awareness of a variety of works of art and artistic traditions from diverse communities, times, and places (e.g., a picture book that tells a story about people and the time and place in which they work, play, and build their community; George Little child’s book This Land Is My Land; Daphne Odjig’s historical mural The Indian in Transition; Jacob Lawrence’s paintings of African-Americans working, playing, and interacting; classical Greek sculptures of sports figures, and contemporary sports sculptures, such as the fans in Michael Snow’s The Audience)

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Students will get into the routine to stretch their muscles before any type of physical activity (Warm up)

Daily Physical Activity (DPA) Body Breaks

Soccer 🡪 stopping the ball, kicking, passing (using the correct techniques), defending, offence, cooperative, team play, safe play.

Introduce simple type of yoga

Practice balancing

Learn proper stretching techniques

Practice sprinting

Practicing throwing catching ball (overhand, underhand)

Healthy Eating

Personal safety and injury prevention

Substance use, addiction related behaviours

(smoking 🡪 what is it, side effects, health consequences, drug ingredients 🡪 anti smoking prevention poster/presentation

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Students work with numbers up to 1,000 and learn how to break down numbers in different ways. For example, how the number 225 can be described as 200 + 20 + 5 or 2 hundreds, 2 tens, and 5 ones. Students learn that fractions can be represented in more than one way – for example, one-half can be thought of as two one-fourths. Multiplication is introduced using rows and columns, and students are expected to know x 2, x 5 and x 10.

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Students learn about some of the diverse communities, including a few First Nations, Métis and Inuit communities, that existed in Canada during this time. They explore what life was like for different groups during this time period and compare the lives of these peoples to present-day Canada. Students will also use primary sources such as journals, letters, maps and paintings to investigate how people in early Canada responded to challenges in their lives.

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Boats and boating--Equipment and supplies

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Students learn about the about the physical regions, municipal regions, First Nations communities, and/or Métis regions of Ontario. They will also explore the relationship between the natural environment, land use and employment opportunities, and how different uses of land and resources affect the environment. Students continue to develop their spatial skills, as they learn to interpret data and information found on graphs, globes and maps. They use mapping programs to create print and digital maps to help them determine relationships between the environment and land use.

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Here are the resources I'm using, in addition to the students' books listed above:

Reading Eggs

IXL

Britannica School

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Reading Eggs makes learning to read interesting and engaging for kids, with great online reading games and activities.

And it really works!

Your child can learn to read right now. Register now to start your FREE trial!

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Learning to Read for Kids | Learn to Read with Phonics | Free Trial

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Reading Eggs is the online reading program that helps children learn to read. Hundreds of online reading lessons, phonics games and books for ages 2-13. Start your free trial!

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Free access to hundreds of books, games and quizzes!

Share the love of reading in French with children from 4 years old and up

Learning to read

Free illustrated books in an original application.

Reading to develop the imagination

Illustrated books that transport the child to a colourful world; games and explorations that motivate children to read while developing their imagination.

Reading to discover

Illustrated books designed to discover reading while having fun, while allowing children to progress at their own pace.

Reading to bring French to life

Stories to give a taste for reading in French from the age of 4. Children develop their French skills in an easy and fun way.

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Boukili : Free illustrated children's books in French

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Learn how to read in french with a wide range of illustrated books. Stories and imaginary journeys to keep children motivated to read and to love reading.

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IXL | Learn grade 3 English language arts

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IXL brings grade 3 English language arts to life! Set students up for success with thousands of skills that challenge learners at just the right level.

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Students learn to identify and describe what repeats in a pattern, such as when a specific event happens every Monday, or when a number sequence goes up by 2 each time. Students begin to identify multiplication and division equations that are equal, such as 3 × 4 and 6 × 2. Students will write code to perform a repeating operation, such as a repeating number pattern. They will also use mathematical modelling to analyze and create possible solutions for real-life situations, such as raising funds for a charity.

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Students continue to develop their understanding of data. They learn more ways to collect, organize, display and interpret data involving larger numbers. They start to use scales on their graphs so they can represent larger data collections and use averages to make comparisons of data.

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Students continue to develop their spatial sense as they recognize and describe three-dimensional objects and imagine what these objects would look like if they were taken apart or flipped around. Students continue to measure length and are introduced to measuring the weight of an object or how much it holds. They measure area and compare it to length, as well as learn how to tell time on both digital and analog clocks.

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Students continue to develop their understanding of money by calculating the change required for simple transactions involving whole-dollar amounts.

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Social emotional learning skills and mathematical processes

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Social emotional learning skills and mathematical processes

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Students identify and learn to manage emotions that they may feel such as pride, confusion, fear and excitement. For example, in algebra as they create and execute code that represents a mathematical situation.

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Long-Range Plans – Science and Technology Curriculum, Grades 1–8 (2022)

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Students design and complete larger activities and projects that connect learning from a variety of Science and Technology strands and other subject areas in the grade to real-world problems and the practical applications of science and technology.

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Allah swt says: Indeed, We have made it an Arabic Quran that you might understand. (Al-Zukhruf 43:3)
إِنَّا جَعَلْنَـٰهُ قُرْءَ ٰنًا عَرَبِيًّۭا لَّعَلَّكُمْ تَعْقِلُونَ

Arabic plays an important role in the Islamic faith because Arabic is the language of the Holy Quran. It is a fascinating, complex language with a rich history and beautiful script, and it's definitely worth consideration as a field of study!

Arabic became the sixth official working language of the General Assembly of the United Nations.As well as it is the fourth most spoken language in the world. About 315 million people in 58 countries speak the Arabic as their first language.

Arabic Course Outline

The course covers speaking, listening,grammar, reading and writing practice.Students will learn the basics of the language and be able to build up enough knowledge to read and write.

An engaging Arabic course. It offers varied texts and exercise and a wide variety of topics to enrich the student vocabulary bank with new words.

We will be using https://www.alefbata.com/ and كتاب: الغرس الوافي في اللغة العربية

Skills Work / Grammar

The Arabic alphabet, reading and writing

Special emphasis on weak and strong, short and long sounds

Joining letters to make up words and phrases

Listening comprehension

Practical drills to learn reading and writing and the alphabet

Write simple sentences using the Arabic script

Practical assignments and tasks.

Listening comprehension

Plurals and dual

Using adjectives

Feminine and masculine usage

Possessive attached pronouns

Nouns in definite and indefinite form

Verbs

Present and past tense conjugation