Junior Kindergarten Parent Information

REACH OUT
AND
TOUCH THE STARS
JUNIOR KINDERGARTEN INFORMATION
Gregory A. Hogan Catholic School
“Bienvenue – Welcome!”

General Information
and
Admission Procedures

Dear Parents,
Welcome to the world of Junior Kindergarten! This year will be filled with many new and exciting
experiences for your child. Our Program includes activities such as circle time, gym, story time, painting,
and many others. The following information will help us to carry out these activities smoothly.
1. School Times: School begins at 8:45 am. PLEASE NOTE: Please do not drop off children
before 8:30 a.m. as there is no supervision. The school day ends at 3:15 pm. We ask that
unless you have an appointment, please do not come too early to pick up your child as this
can be distracting to the class. Please make arrangements to pick up your child on time.
2. Lunch: Please provide a nutritious meal for your child every day. If you are concerned that
they may get hungry, please send an extra granola bar, crackers and cheese or some other
nutritional snack that they may eat after their sandwich has been completed. The J.K. children
go out in their own little fenced area with the rest of the school during all recess times. We
cannot leave anyone in the classroom during these times, because they would be
unsupervised. If you feel your child should stay in due to a cold, etc. please keep them home
to recuperate fully.
3. Snack Time: Our school is NUT safe. Due to children with allergies in the classroom we
prefer all food items to be nut free. The students will have two snack times a day. Children
are encouraged to bring nutritious snacks for our breaks. Please ensure that at least one of
these snacks is a nutritional snack such as carrot sticks, celery, apple, raisins, orange (already
peeled or cut.) etc.
4. Clothing: Please dress your child appropriately for the weather. We are outside at lunch and
recess. Remember casual, simple clothing is preferred for active play and messy crafts.
Please label all your child’s clothing and belongings clearly. When purchasing items for
school (i.e. backpacks, lunch pails, coats, sweaters, shoes, etc.) please keep in mind your
child’s abilities to dress independently. Your child is expected to dress and undress
him/herself in the washroom and we will work on getting dressed independently. Please make
sure that the backpack is a good-sized, child-friendly one that will fit all their accessories
(lunch pail, etc.)
5. Accidents–Extra Clothing: Even the best trained children can have toilet accidents. Students
can also have accidents in the school yard where they fall into mud puddles. An extra pair of
underwear, socks, shirt and pants with your child’s name on it could save you an extra trip to
the school. Their extra clothing will be kept in the coat room in a container above their hook.
6. Shoes: Running shoes are necessary for the gymnasium and practical for the classroom. We
strongly discourage dress shoes as they can be very unsafe on our tile floors. Slip-ons or
Velcro are recommended rather than high top or lace up shoes to aid your child in his/her
ability to dress independently. We would also request that your child has two pair of shoes
(indoor and outdoor shoes). Since the indoor shoes remain at school all year, be sure to buy
an ample size and label clearly as other children may purchase similar shoes. Shoes will be
stored in the coat room. No dark-soled shoes are allowed in the gym as they mark the gym
floor. It is mandatory that students have footwear due to fire marshal regulations. NOTE: if
you are unable to provide a second pair of shoes, please notify the office. We will be happy
to assist you.
7. Absence: If your child will NOT be attending school for any reason, please send a note
and/or notify the school’s secretary by phone (519-542-8190). If someone other than yourself
(the parent) is picking up your child, please notify the teacher by note or phone. This
procedure is very important for your child’s safety. Also for your child’s safety, please
reinforce that play dates with the other children can only be arranged through parents at home.

8. Notes: If you are sending a note to your child’s teacher in the morning, please place it in the
“sac en plastique” (Ziploc bag). Otherwise, we may not get it or get it too late. Please check
your child’s backpack for the “sac en plastique” which contains school newsletters. For any
notes, money, etc. that you do send to school, please send in a sealed envelope with your
family name clearly written on the outside and place in the Ziploc bag.
9. Emergencies: It is very important that we have the name and number of someone reliable
and with transportation available to them for emergencies. Please contact the school if there
are any changes to be made to the student information sheet.
10. Evaluation: Junior Kindergarten evaluation is an ongoing process through the use of an
observational checklist. You will be invited to the school to observe your child and receive
their progress report in November. Your child will also receive two report cards at the same
time as the rest of the school in February and June. This information will be relayed to you
in conjunction with the reporting schedule of the rest of the school.
Thank you very much for your kind consideration of these matters. It is important that we make your
child’s transition to school as easy and uncomplicated as possible. If there are any questions that you have
or something that we should know about your child, please call the school at 542-8190.
Sincerely,
Gregory A. Hogan Junior Kindergarten Teachers
GENERAL INFORMATION AND ADMISSION PROCEDURES
Interview Process
In order to make a smooth transition into the formal school setting your input and knowledge regarding the
growth of your child from birth until entry into school is very valuable to us.
The “Developmental History” questionnaire allows you to share your child’s social, educational, physical
and medical history. Its aim is to bring together home and school in complete communication so as to
ensure that your child will have his/her needs met thus assisting in maximum growth for your child
throughout the year. You will receive your questionnaire by mail at the end of June. (Please call the school
if your address has changed since registration) Please complete the questionnaire and bring it with you
when you come for your scheduled interview with your child’s teacher in September.
Interview time, your child’s designated school day and start date will accompany your questionnaire.
Please mark your calendar with the date and time of your interview and bring your completed questionnaire
with you on that day. It is not necessary for both parents to attend the interview but sometimes different
perspectives can be worthwhile. If possible, please make other arrangements for your child’s care during
the interview so that we can speak frankly and without distraction.
When you arrive at the school for your interview please refer to the list posted outside the school office to
find your child’s teacher and room number for your interview.
Special Needs
Each child enters school with different experiences, backgrounds and capabilities and as teachers and
parents it is important that we are sensitive to these individual differences so that we can help the child
develop to his/her optimum level. Knowing what skills your child has and those yet to develop will allow
us to provide programming where your child will encounter success and develop feelings of mastery. The
information received about your child’s development is strictly confidential. Early Identification of your
child’s learning needs will lead to counseling in regards to the appropriateness of the French Immersion
program verses access to special education resource help from your child’s home school.

Making
the
First
Day
Great!

Making the First Day GREAT!
Looking forward to school is the first step towards a successful day. Talk about it in an excited way so
your child will think of it as a happy experience. Discuss school activities, friends, and new things to learn.
Your child may also have some mixed feelings. He/she may feel worried that their teacher won’t know
their name or that they won’t know the children in their class. But, your child very likely also views the
start of school and their new independence as an adventure, especially if they know what to expect.
If your child expresses doubts or fears, don’t pass them off. Try to answer all their questions in a positive,
reassuring way and let your child know that there will be friendly people to greet and help them.
Before the First Day
A “dress rehearsal” can make a big difference in making your son/daughter feel more comfortable by
knowing what to expect.
In the weeks leading up to the first day, practice walking to school or to the bus stop often so it becomes a
familiar routine. If your child will be riding the bus, go over the safety rules a few times.
If possible, visit the school building with your child so he/she knows what to expect. Show your child the
school grounds and use the teacher’s name when you’re talking about school so he/she becomes familiar
with them.
Get everything ready a day or two in advance. Let your child pick out what he’s going to wear on the first
day. If there are new clothes and shoes, let him/her “break them in” so they’re comfortable.
A few days before, begin getting your child and yourself used to the school bedtime and wake-up schedule.
Try to get everyone to bed a bit early the night before school starts.
Dressing for Success
Appropriate clothing also helps make learning fun. Here are some tips on how you can help your child
“dress for success”.
The children will be doing all sorts of active learning (including sitting on the floor, jumping,
running, walking, bouncing, stretching, crouching, bending and sitting in a chair). Choose clothes
that are comfortable and appropriate for all these activities.
Some Junior Kindergarten activities involve outdoor play. Your child should have adequate
outerwear for all types of weather.
Choose clothes, jackets, shoes and boots that are easy to put on, take off and do up by themselves.
Choose clothes that are durable and easy to clean. Learning can be messy when it involves
painting, sand, water, outdoor play, etc.
Help us by printing your child’s name on all clothing. It’s a good idea to write his/her name on all
possessions that are taken to school (shoes, lunch box, school bag, etc.) to help prevent losing
them.
The First Day
Get your child up early enough to eat a calm, unhurried breakfast. Try to keep things as normal as possible.
For example, if your child normally has cereal for breakfast, make your child cereal this morning.
When you say good-bye on the first day, make it quick, light and reassuring. They will be reassured by a
warm hug and a reminder that you – or the usual caregiver – will be picking him/her up or waiting at home
when he/she returns. Try not to communicate any feelings of anxiety or separation that you may have.
This is going to be a fun day!

At School
Fostering positive relationships is critical to the success of our students. We encourage parents to get
involved in your child’s school by:
Sharing information about your child with the school
Contacting the teacher with questions or concerns
Volunteering in the classroom
Accompanying the class on field trips
Meeting with your child’s teacher to discuss her/his progress
Joining the School Parent Council at your school
Serving on the School Parent Council
You can Prepare Yourself Too
If you feel comfortable with the first day, chances are your child will as well. You can prepare yourself by:
Learning the names of the faculty who will be working with him
Knowing the names of the principal, secretary and having the school phone number readily
available
Learning the school rules regarding behaviour, safety precautions, clothing, money, supplies,
arrival/departure times, etc.
Knowing the school calendar- which days your child will be attending school, and know on which
days special activities (assemblies, school masses) will be occurring
If your child rides the school bus, know the school bus zone number and where the school bus
pick up point is
After the Junior kindergarten day
Talking with children about their experiences in French Immersion Junior Kindergarten sounds easier than
it is! The question, “What did you learn in school today?” often receives the response, “Nothing. All we did
was play!”
These are some alternative questions that might help your child share more specific information with you:
• What new French word did you learn today?
• How did you make that?
• What are you learning about now?
• What learning centres did you go to today?
• What was in the sand table today?
• Can you tell me about the story you heard today?
• Where did you play today?
• Who did you play with today?

Parent
Resources and Tips

Supporting your child at home
Things you can do at home to support your child’s French language learning
include some French in your everyday home life, for example, watching a French program
on television, a video, attending a cultural event in French or listening to a tape of French
songs. (You’ll learn some French too, and the whole family will have fun!)
review the French vocabulary of the week or month with your child
listen to, repeat, recite, sing along with your child as he shares his latest French song,
rhyme or story.
Things you can do at home to encourage your child to be more self-sufficient
encourage your child to make decisions by offering him choices
encourage your child to take responsibility for some tasks
provide opportunities for your child to practise buttoning, doing zippers, drawing, cutting, blowing
nose and tying shoelaces
Things you can do at home to promote your child’s good health to be more self-sufficient
ensure plenty of rest, with early bedtimes
ensure that your child eats a variety of nutritious foods from all the food groups
encourage your child to walk, stretch, hop, jump, run dance or skip, both indoors and
outdoors
Include your child in everyday activities to practise new skills and explore new concepts
baking—have your child help to measure ingredients
walking—encourage your child to observe his environment and to develop an active
lifestyle
shopping—point out the names of stores, gas stations, businesses, restaurants and
schools; notice traffic signs
gardening—give the child a small section to plant and care for
writing—include a note from your child in letters to family; have the child write telephone
messages and lists
cleaning and tidying up—help the child sort toys into categories: cars, blocks, dishes,
puzzles.
What Else Could I Do At Home?
Read, read and read some more!
Discuss the pictures and the story after you have read.
Track the print—left to right—top to bottom.
Provide a good role model. Read and write at home yourself.
Teach your child rhymes, emphasizing similarities and differences in sounds.
Model proper speech.
Count with your child.
Make sets with the numbers from 1 to 5.
Help your child print his/her name.
Make patterns with construction paper, beads etc.
Play with the alphabet letter tiles, magnetic letters etc.
Build alphabet trains together.
Play with puzzles.
Encourage your child’s successes.
Sing Songs

Tips For Reading Adapted from “Yes, You Can Help”.
The most important foundation for reading is established before your child goes to school. There is nothing
more important that you can do for your child than to establish a love of books and an appreciation of the
written word.
Expose your child to English and French reading material as often as possible. Use a variety of genres (i.e.
newspapers, comic books, fiction, and non-fiction). Discuss content with your child and encourage verbal
feedback. Model reading to show that books can be a form of entertainment as well as a source of
information.
Libraries and Book Clubs are an excellent source for obtaining quality reading material. Parents can assist
their child in learning how to locate information and resources which will support his/her learning.
There are several differences between French and English pronunciation that might be most obvious as you
read along with your child:
• consonants are essentially the same;
• there are significant differences between the sounds of the vowels;
• h is always silent in French;
• an s at the end of a word, to indicate the plural, is silent;
• qu sounds like k (not kw as quiet);
• th is pronounced t;
• ch is pronounced like the English sh;
• i is pronounced like the long English e (see);
• ou in French always sounds like troop (not out);
• oi sounds like wa in wash;
• au and eau have the long o sound (go);
• ez has the long a sound (say);
• accents change the sounds of vowels;
< è sounds like the short English e (peck) ;
< é sounds like the long a sound (say);
< ê sounds like the short English e (peck);
< ç sounds like the s sound (sand);
• stress falls on the last sounded syllable (tapi sounds like tap-ee);
• when a word begins with a vowel (or a silent h), it is usually joined with the last consonant of the
preceding word – it will sound as though your child is reading one word instead of two.
MUSIC
RESOURCES
Musician Age Description
Charlotte Diamond 3 - 10 Seasonal and thematic songs available on cassette through Tralco.
Étienne 10 - 14 Rock and roll style music includes themes and grammar structures studied
in the classroom. Music available through Tralco.
Jacquot 5 - 10 A variety of cassettes which explore thematic vocabulary through music
available through Tralco.
Sara Jordan 7 – 12 A series of songs focusing on grammar structures presented in a rap or
rock and roll style. Available through Tralco.
Gregg LeRock 10 – 15 A series of songs presented in a rock and roll style. Available through
Tralco.
Matt Maxwell 8 – 12 Contemporary music available through Tralco.
Suzanne Pinel 3 – 10 Themes include: seasonal songs, popular children’s songs, and song and
dance. A series of cassettes are available through Centre Franco-Ontarien
de resources pédagogiques.

Software
Informational technology can open up a whole new world to French as a Second Language students. Over
the past few years, many new software titles have appeared on the market. They are designed for French as
a Second Language students to provide information, to increase fluency levels, and to develop
comprehension.
There are numerous software programs and CD-ROMs available in French.
Product Title Description Age
ABCirque
ABCirque is a set of eight educational games designed to help Primary
children learn to read and count.
Chantons à la ferme Students develop listening, reading, vocabulary study, writing, Primary
singing, music reading, and music appreciation.
Lapin Malin This product builds reading and thinking skills.
Primary
maternaelle 3
Lapin Malin voyage This product builds reading and thinking skills.
au pays de la lecture
Le sac à mots Drill and practice, game, and exploration Primary
Logimots
This product builds reading and thinking skills.
Primary
(Scholastic)
Millie, la maison des In six fun-filled activities, students explore fundamental math Primary
maths
concepts as they learn about numbers, shapes, patterns and
sequencing.
Quelle heure est-il? Drill and practice of time. Primary
Sammy, la maison Sammy’s Science House builds important early science skills Primary
des sciences
and gives students the start they need to develop a positive
attitude toward science and a curiosity about the world.
Théo, Léo & Manda Activities to further develop students reading skills. Primary
Mon premier French dictionary
Primary/Junior
dictionnaire super
genial
Créateur Junior Students can create multimedia reports, animations, and slide Primary/Junior
Kidpix Studio Deluxe shows.
Voyage au fond des Students practice basic math concepts (addition, subtraction, Primary/Junior
maths
etc.)
Auteur Studio deluxe This multimedia software allows students to create storybooks. Junior
Explorer le Canada This CD-ROM surveys Canada’s history, geography and Junior/Intermediate
heritage.
Hyperstudio Hyperstudio is a multimedia authoring system. Junior/Intermediate
Excyclopédie de la
nature
This software allows students to watch the behaviour of animals
in their natural habitat, and hear the calls of birds of prey.
Junior/Intermediate/
Senior
Encyclopédie des
animaux de la nature
A full multimedia encyclopaedia of animals and nature. Junior/Intermediate/
Senior
Encyclopédie des Over 1700 entries organized in five categories: chemistry, Junior/Intermediate/
sciences
Math Trek
Canadian Geographic
Explorateur
Zap-a-graph
mathematics, physics, life sciences, and scientists.
Math Trek is a multimedia program with sound, video,
animation and graphics which is entertaining while providing
guided instruction and practice on basic skills.
This is an all Canadian geography-based multimedia program.
It has its own built-in flight simulator that lets students create
real-time flights over Canada.
Zap-a-graph is a graphing program for teaching and learning
high school mathematics.
Senior
Primary/Junior/
Intermediate/Senior
Junior/Intermediate/
Senior
Intermediate/Senior

Software is available from many different distributors. The following is a list of some distributors who
carry French software:
Le Club Harmonie
542 Slingerland Court
Newmarket, ON L3X 1X9
Tel: 416-219-5405
Fax: 905-830-4480
PWEK
967 Essa Cr.
Pickering, ON L1W 2J2
Tel: 905-831-9278
Fax:905-420-7486
Scholastic
175 Hillmount Rd.
Markham, ON L6C 1Z7
Tel: 1-800-268-3848
Fax: 1-800-387-4944
Sources Of Information
• Alberta Education
They have published a very helpful book for
parents entitled Yes, You Can Help!
Available for $9.95
Tel: (780) 427-5775
E-mail: www.lrdc.edc.gov.ab.ca
• Alliance Française of Toronto
Tel: (416) 922- 2014
Special events and conversational French
• Bayard Press Canada
2924, boul. Taschereau, #201
Greenfield Park QC J4V 3P1
www.bayardpresse.com
• Canadian Parents for French - Canada www.cpf.ca
An association of parents dedicated to the promotion and support of French as a second language
instruction. It provides valuable resources and information and organizes events such as summer camps,
conferences and book fairs. Among the useful resources published by CPF are the reference books: So you
want your child to learn French!, More French, s’il vous plaît! and The State of French as a Second
Language.
• Canadian Parents for French - Ontario (CPF) www.cpfont.on.ca
176 Gloucester Street, Suite 310, Ottawa, ON K2P 0A6
Tel: 1-800-667-0594 (416) 422-3554
Fax:: (416) 422- 4669
Or
2055 Dundas St. East, Suite 103
Mississauga, ON L4X 1M2
Tel: 905-366-1012
Fax: 905-625-5570
1-800-6670594
CPF’s National Website: www.cpf.ca
• Centre Franco-Ontarien de Ressources Pédagogiques www.cforp.on.ca
Librairie du Centre
290, rue Dupuis, Vanier, ON K1L 1A2
Tel: (613) 747-1553
Fax: (613) 747-0866
Wide selection of books, videos and software
• Community Colleges
Conversational French courses
• Les Éditions Héritage Inc.
25, boul. Taschereau, bureau 201
Greenfield Park QC J4V 3P1
Tel: 1-800-667-4444

• Librairie Champlain
A French Bookstore
468 Queen Street East, Toronto, ON M5A 1T7
Tel: (416) 364 – 4345
Wide selection of books, videos and software
• La Librairie Française
C.P. 299, 5617 8th Line
Hillsburgh, ON., NOB 1ZO
Tel: (519) 833 - 0328
1-800-420-3003
Fax: (519) 833 – 2242
• Livres Mercier
RR#2
Tara, ON, NOH 2NO
Tel: (519) 934 - 0262
1-800-810-8045
Fax: (519) 934 – 0262
• Scholar’s Choice
145 Kingston Road, E, Unit 11,
Ajax, Ontario, L15 7J4
Tel: (905)426-9224
Limited selection of novels, tapes and
workbooks.
• Scholastic Canada Ltd.
175 Hillmount Road
Markham, Ontario
L6C 1Z7
Tel: 1-888-752-4690
Fax: 1-800-387-4944
Email: magazines@scholastic.ca
• Tralco Educational Services Inc.
1030 Upper James Street
Suite 101
Hamilton, Ontario
L9C 6X6
Tel: 1-888-487-2526
Fax: 905-575-1783
Website: www.tralco.com
• Théâtre Français
(416) 534-6604
Plays in French

My Teacher Thinks I’m Special
Written by Mary C. Howard
My teacher thinks I’m special
It comes as no surprise.
She doesn’t have to say so.
I see it in her eyes
She tells me all about herself,
Her family, friends, and dreams.
That makes me feel important.
She trusts me with those things.
She says I have potential.
She sees things others don’t.
She sees those things that I WILL DO,
And not the things I WON’T!
She puts her hand on top of mine,
And tells me, “Way to go!”
“You can do it!” “Try again!”
“I’m proud of you, you know!”
It’s not my fault, it’s really not,
There’s three ways to spell “TO”.
With choices always facing me,
I don’t know what to do.
Sometimes I can’t spell anything,
My fives are upside down.
Two plus two makes three, I think,
I turn “b” and “d” around.
The rules all have exceptions.
You can’t depend on those.
The letters can say anything.
What is that word – WHO KNOWS?
I guess that when you’ve learned to read
It’s easy to forget.
It really is quite difficult
When you haven’t learned how yet.
My teacher tells me stories,
Sets the words and pictures free.
And while I’m learning how to read,
She reads such tales to me.
My teacher takes my hand in hers
And guides me on the way.
She knows I’ll read in my own time…
Though maybe not today!
My teacher thinks I’m special,
Unique and very bright,
A shining star in my own way
Know what…I’M SURE SHE’S RIGHT!