Mandarin Grade 3 Curriculum Newsletter
January - March 2014
Ms. D. Hamilton and Ms. M. Zhang
The grade three and four Mandarin/English team has adopted “RESPECT” as a focus for learning this year.
Through respect of self, others, materials and environment, students are learning to take responsibility for their
learning and actions.
Midnapore School embraces a Safe and Caring school environment. Midnapore School is a “Start Smart Stay
Safe” School. This Children and Family Project is a collaborative initiative between the Calgary Police Service
(CPS), and the Calgary Board of Education.
Students have been exploring their understanding of the 4 cornerstones of S4 through literature, role playing and
art.
The intent of S4 is to enhance resiliency among children and their families. Educators from CBE have developed
modules to support the Calgary Police Service to impact the delivery of the Health and Life Skills Program of
Studies. The Calgary Police Service will work alongside teachers in the classroom to develop resiliency
strengths and to promote a positive police presence in schools.
The four cornerstones of the Start Smart Stay Safe framework represent research-based markers of resilience.
The lessons serve to develop student skill and awareness of their strengths in the four areas of Significance,
Success, Self-Awareness and Service.
Technology
At Midnapore School technology tools and software are used to provide students with innovative and creative
ways in which to learn and demonstrate their learning. Technology outcomes are part of all curricular areas so
the use of technology is embedded in student learning. Assistive technologies are additional technology tools
accessed by students to support learning styles. Teachers continue to implement and explore the tools and
strategies best suited for teaching and learning.
Literacy
Literacy is the basis for all learning and will be integrated and continued throughout all subject areas. Students
will listen, speak, read, write, view and represent to learn and share their understanding. The staff at Midnapore
School is devoted to helping students master the literacy skills required for 21st century success.
Language Arts
There are two basic aims of English language arts. One aim is to encourage in students an understanding and
appreciation of the significance and artistry of literature. A second aim is to enable each student to understand
and appreciate language and to use it confidently and competently for a variety of purposes, with diverse
audiences and in a range of situations for communication, personal satisfaction and learning.
Students will work on language skills such as: literature circles, Writer’s Notebook, Journals and Writer’s
Workshop (in connection with various research projects, genres of writing and other individual activities).
Students in grade 3 are assessed according to the following grade level learning outcomes:
Decoding

associate sounds with an increasing number of vowel combinations, consonant blends and digraphs,
and letter clusters to read unfamiliar words in context
Comprehension
 use grammatical knowledge to predict words and sentence structures when reading narrative and
expository materials
 apply a variety of strategies, such as setting a purpose, confirming predictions, making inferences and
drawing conclusions
 extend sight vocabulary to include predictable phrases and words related to language use
 read silently with increasing confidence and accuracy
 monitor and confirm meaning by rereading when necessary, and by applying knowledge of pragmatic,
semantic, syntactic and graphophonic cueing systems
Writing
Ideas:
Generates own ideas around a central theme.
Organization:
Is able to organize ideas logically using a variety of strategies.
Experiments with a variety of story beginnings to choose ones that best introduce particular stories
Voice:
Able to “tell” how they feel in writing but not yet able to “show”.
Writing descriptions directly through “ telling” rather than “showing”
Word Choice:
Words and expressions generally enhance the writing.
Sentence Fluency:
Uses complete sentences
Uses sentence variety to link ideas and create impressions on familiar audiences
Edits for complete and incomplete sentences
Conventions:
Identifies and uses correct subject-verb agreement.
The first 100 words are spelled correctly some of the time
Chinese Language Arts
The Chinese Language Arts curriculum has two important sections, which are implemented in an integrated
manner: Language Arts and Culture. The Language Arts section includes a General Language Component and a
Specific Language Component. The General Language Component parallels the English Language Arts, and as
well supports the development of common language knowledge, skills and attitudes. The Specific Language
Component focuses on the learning of specific linguistic elements of Chinese, so to enable students to acquire
Chinese, to understand and appreciate languages, and use the Chinese language in a variety of situations for
communication, personal satisfaction and further learning. Chinese culture fosters the development of essential
knowledge, skills and attitudes related to self, the Chinese language and culture, the community and the world.
Students will explore, understand, appreciate and value Chinese culture in Canada and the world for personal
growth, enrichment and satisfaction and for participating in, and contributing to, an interdependent and
multicultural global society.
Mandarin Language Arts
Students will listen，speak, read, write, view and represent in Chinese to develop a sense of themselves as
readers, writers, illustrators, and competent language users. Students will acquire Chinese to understand and
appreciate languages and use the Chinese language confidently in a variety of situations for communication,
personal satisfaction and further learning.
Reading:
o Using syntactic and semantic cues to construct and confirm character meaning in context, and begin to use
a dictionary
o Identify the sequence of events, the time and place in which they occur, and the roles of main characters
o Reading and understanding a series of sentences or a short text on a familiar topic, using Hanyu pinyin
correctly
Writing:
o Printing/writing legibly and spacing characters consistently on a page
o Creating original texts to communicate and to demonstrate understanding of language forms and
techniques
o Ordering ideas to create a beginning, middle and end in their own texts
o Combining illustrations and written texts to express ideas, feelings and information
o Using basic writing conventions when editing and proofreading
Oral Communication:
o Experimenting with language to express feelings and talk about memorable experiences and events
o Sharing their own stories and creations with peers and responding to questions and comments
o Producing in oral form, spontaneously and/or with guidance, a series of interrelated ideas on a familiar
topic
By the end of term 1, students will be able to use, in structured situations, the following grammatical elements:
o 助词：得
o 量词
o 助词: 了
o 年, 月, 日及时间的表 达
o 及物动词及宾语; 不及物动词
o 疑问词语
o 时间/方位名词: 之前, 之后, 快点, 慢 点 上,下,里,外,中间
o “把”字句
o 因果复句: 因为...所以...
Students will be able to use, independently and consistently, the following grammatical elements:
o 连接词：和, 跟
o 方位名词：上, 下, 里, 外, 前, 后
o 的 （所有格的用法）
o 形容词 （有“的”无“的”）的用法
o 副词
o 直接宾语
Math
The aim of the mathematics program is to prepare students to:
• use mathematics confidently to solve problems
• communicate and reason mathematically
• appreciate and value mathematics
• commit themselves to lifelong learning
• become mathematically literate adults, using mathematics to contribute to society.
Students in grade 3 are assessed according to the following grade level learning outcomes, in numbers and Space
and Shape:
 Relate the passage of time to common activities, using nonstandard and standard units (minutes, hours,
days, weeks, months, years).
 Relate the number of seconds to a minute, the number of minutes to an hour and the number of days to a
month in a problem-solving context.
 Demonstrate an understanding of measuring length (cm, m)
 Demonstrate an understanding of measuring mass (g, kg)
 Demonstrate an understanding of perimeter of regular and irregular shapes
 Apply mental mathematics strategies and number properties, such as: using doubles, making 10, using
the commutative property, using the property of zero, thinking addition for subtraction, demonstrate an
understanding of multiplication to 5 x 5, demonstrate an understanding of division (limited to division
related to multiplication facts up to 5 x 5)
Science
The aim of the science program is to encourage and stimulate children’s learning by nurturing their sense of
wonderment, by developing skill and confidence in investigating their surroundings, and by building a
foundation of experience and understanding upon which later learning can be based. In elementary science,
students develop their skills of inquiry and problem solving. They are also developing positive attitudes toward
the study of science and the application of science in responsible ways.
Students in grade 3 are assessed on the following outcomes, according to their grade level:
Hearing & Sound
Students explore the nature of sound, its sources, its qualities and what it is. They learn that
sound is vibration and that changes in vibration can affect the loudness, pitch and quality of
sound. They learn about sound travel by studying what things carry sound, what things make it
louder or softer, and what happens to sound when it reaches their ears. The sensitivity of
human ears and those of other animals is examined, as students learn about the safe use of this
valuable sense.
Social Studies
The aim of the social studies program is to promote a sense of belonging and acceptance in students as they
engage in active and responsible citizenship. At the heart of Alberta’s social studies program are concepts of
citizenship and identity in the Canadian context. It also includes multiple perspectives, including Aboriginal and
Francophone cultures that contribute to Canada’s identity. The program also has a strong focus on Canadian and
Alberta history. Current affairs and current events are used throughout the year to uncover curriculum outcomes
in all grades.
Students will focus on the skills and processes identified below using the grade 3 program of studies topic of
‘Communities in Our World’.
Skills and Processes
 evaluate ideas and information from different points of view
 correctly apply terms related to time, including past, present, future
 create and use a simple map to locate communities studied in the world
 apply new ideas and strategies to contribute to decision making and problem solving
 demonstrate cooperative behaviour to ensure that all members of the group have an opportunity to
participate
 participate in projects that improve or meet the particular needs of their school or community
 make connections between cause-and-effect relationships from information gathered from varied sources

organize and present information, such as written and oral reports, taking particular audiences and
purposes into consideration
 compare information on the same issue or topic from print media, television, photographs and the
Internet
Knowledge and Understanding
Students will demonstrate an understanding and appreciation of how geographic, social, cultural and linguistic
factors affect quality of life in communities in India, Tunisia, Ukraine and Peru.
The following subjects will be taught or integrated in a variety of ways. For more information please refer to the
Online “Curriculum Handbooks for Parents” from Alberta Education. www.education.alberta.ca
Art
The aim of the art program is to enable students to learn visual arts skills and concepts, to interpret and
communicate with visual symbols, to appreciate the cultural aspects of art, and to relate art to everyday life. The
art curriculum has four major components: reflection, depiction, composition and expression.
Music
The aim of the music program is for students to develop an enjoyment of music, an understanding of a variety of
music styles and an insight into music through a variety of musical activities.
Physical Education
The aim of the K–12 physical education programs is to enable individuals to develop the knowledge, skills and
attitudes necessary to lead an active, healthy lifestyle. Students participate in a variety of physical activities:
dance, games, and types of gymnastics, individual activities and activities in alternative environments. Our
focus this term is ball safety, listening skills, cooperative games, active living, good sportsmanship, ball skills
and dance.
Health
The aim of the health and life skills program is to enable students to make well-informed, healthy choices and to
develop behaviours that contribute to the well being of self and others. Our school community, in cooperation
with the Calgary Police is immersed in the ‘Start Smart, Stay Safe’ initiative. We will also be introducing an
Active Living – Healthy Eating initiative called NSTEP. NSTEP is a Registered Charity (Nutrition, Students,
Teachers Exercising with Parents) goal to prevent childhood obesity. .NSTEP Vision: To create a wave of
health flowing across Canada, through families, schools, and communities. NSTEP Mission: To educate and
motivate people to EAT better, WALK more, LIVE longer. NSTEP focuses on the whole school community,
including students, teachers and parents