Agenda: Language Mathematics  PYP Learning environment Home Learning – including class and grade level blogs Partnerships ...
Introductions <ul><li>Becky Eyles </li></ul><ul><li>Welcome to new parents </li></ul><ul><li>Welcome to returning families...
About me <ul><li>Born and brought up on a farm in the UK  </li></ul><ul><li>Moved to Zurich in December </li></ul><ul><li>...
 
Language <ul><li>First Steps developmental continuum </li></ul><ul><li>PM Benchmarks </li></ul><ul><li>Reading – guided, i...
<ul><li>Reading  </li></ul><ul><li>To recognize a sequence of events  </li></ul><ul><li>To recognize the main idea in a st...
<ul><li>Speaking and Listening  </li></ul><ul><li>To ask questions and respond to those of others  </li></ul><ul><li>To ta...
Mathematics <ul><li>ZIS Mathematics agreements </li></ul><ul><li>Shape and Space, Measurement, Pattern and Function, Data ...
Mathematics at ZIS <ul><li>We know and follow the Essential Concepts/Questions in the ZIS Scope and Sequence  </li></ul><u...
<ul><li>Mathematics Learning Expectations:  </li></ul><ul><li>To count by rote forward/backwards in ones from any 2 digit ...
<ul><li>To create and use data from simple graphs  </li></ul><ul><li>To understand the terms “double” and “half”  </li></u...
Grade 2 Units of Inquiry <ul><li>Inquiring into: </li></ul><ul><li>Switzerland  ( Where We Are In Place And Time ).  Field...
Program of Inquiry Located on the ZIS Website  (LS or ECC campus – Curriculum – Grade level – bottom of page, click on lin...
PYP Learner Profile <ul><li>Inquirer </li></ul><ul><li>Open-minded </li></ul><ul><li>Knowledgeable </li></ul><ul><li>Risk-...
PYP Attitudes <ul><li>Appreciation </li></ul><ul><li>Commitment </li></ul><ul><li>Confidence </li></ul><ul><li>Cooperation...
PYP Transdisciplinary Skills <ul><li>Thinking Skills  (acquisition of knowledge, comprehension, application, analysis, syn...
2E Learning Environment <ul><li>Independence, initiative, responsibility </li></ul><ul><li>Effective work habits </li></ul...
2E Learning Environment <ul><li>Cooperative Groups  </li></ul><ul><li>Classroom agreements, rewards and consequences </li>...
 
Home Learning at ZIS <ul><li>Learning Logs - Designed to encourage creativity and foster a love of learning </li></ul><ul>...
<ul><li>Learning challenges set Monday, returned to school a week on Wednesday, shared in class on Wednesday – more time f...
School – Home Partnership <ul><li>Grade level and class blog -  http://blogs.zis.ch/grade2/ </li></ul><ul><li>Fred and Wil...
School-Home Partnership <ul><li>Room parent: Johanna Duc </li></ul><ul><li>Support in class (guided reading, one-to-one Ma...
Grade 2 Tips <ul><li>Label, label, label </li></ul><ul><li>Teaching commences at exactly 8:45 </li></ul><ul><li>Class time...
Questions and Answers
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Meet The Teacher

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Meet The Teacher

  1. 1. Agenda: Language Mathematics PYP Learning environment Home Learning – including class and grade level blogs Partnerships Questions and Answers
  2. 2. Introductions <ul><li>Becky Eyles </li></ul><ul><li>Welcome to new parents </li></ul><ul><li>Welcome to returning families </li></ul>
  3. 3. About me <ul><li>Born and brought up on a farm in the UK </li></ul><ul><li>Moved to Zurich in December </li></ul><ul><li>Taught in the International School of Schaffhausen until June this year </li></ul><ul><li>Have taught the full primary age range in several schools in the UK </li></ul><ul><li>Interests: running, swimming, cycling, snowboarding, playing the piano, drawing/painting, singing, reading </li></ul><ul><li>And most importantly…teaching! </li></ul>
  4. 5. Language <ul><li>First Steps developmental continuum </li></ul><ul><li>PM Benchmarks </li></ul><ul><li>Reading – guided, independent, small group </li></ul><ul><li>Take-home reading books (fluent reading with strong comprehension of the text) </li></ul><ul><li>Writing – writing genres in Grade 2 include recounts, procedures, information reports, narratives, explanations and letters </li></ul><ul><li>Talking and Listening – oral presentations, active listening </li></ul><ul><li>Handwriting – D’Nealian script. Cursive begins after December </li></ul><ul><li>Spelling – Journals, spelling phases, spelling strategies </li></ul>
  5. 6. <ul><li>Reading </li></ul><ul><li>To recognize a sequence of events </li></ul><ul><li>To recognize the main idea in a story </li></ul><ul><li>To recognize initial consonant blends and digraphs </li></ul><ul><li>To recognize long and short vowels and vowel digraphs </li></ul><ul><li>To have an awareness of punctuation marks for expression and fluency </li></ul><ul><li>To read for information and use a variety of books for simple research </li></ul><ul><li>  </li></ul><ul><li>Writing </li></ul><ul><li>To form all letters correctly </li></ul><ul><li>To space words appropriately </li></ul><ul><li>To use a personal dictionary </li></ul><ul><li>To begin to use full stops, capital letters, speech marks and question marks correctly. </li></ul><ul><li>To produce individual imaginative and factual pieces of writing </li></ul><ul><li>To use conventional spelling for high frequency words and words with regular spelling patterns </li></ul><ul><li>To organize thoughts and information for writing, develop drafts, analyze, edit and revise as appropriate </li></ul>
  6. 7. <ul><li>Speaking and Listening </li></ul><ul><li>To ask questions and respond to those of others </li></ul><ul><li>To take turns when speaking and listening </li></ul><ul><li>To participate in choral speaking </li></ul><ul><li>To participate in role-playing and creative activities </li></ul><ul><li>To express ideas orally and articulately </li></ul><ul><li>To develop descriptive vocabulary </li></ul><ul><li>To develop confidence in expression: one-to-one, class groups, large groups </li></ul>
  7. 8. Mathematics <ul><li>ZIS Mathematics agreements </li></ul><ul><li>Shape and Space, Measurement, Pattern and Function, Data Handling, Number </li></ul><ul><li>Real-life problem-solving </li></ul><ul><li>Connecting mathematical concepts and applications to learning </li></ul><ul><li>Everyday Math is a resource </li></ul><ul><li>Concrete to abstract </li></ul><ul><li>Investigating, questioning, discussing, justifying and recording </li></ul><ul><li>Variety of strategies for possible multiple solutions – emphasis on process </li></ul>
  8. 9. Mathematics at ZIS <ul><li>We know and follow the Essential Concepts/Questions in the ZIS Scope and Sequence </li></ul><ul><li>We follow the secure goals outlined in the Everyday Mathematics with adaptations as necessary in relationship to our Scope and Sequence </li></ul><ul><li>We use the Everyday Mathematics games, mental math, common routines and (adapted ) assessments </li></ul><ul><li>We will use the student journals when appropriate to support the learning of secure goals </li></ul><ul><li>We commit to daily mental math activities </li></ul><ul><li>Math home learning is differentiated </li></ul><ul><li>Summative and other relevant Math assessments are shown to parents </li></ul><ul><li>We will supplement Everyday Mathematics assessments with authentic performance tasks, to assess conceptual understandings </li></ul><ul><li>We regularly inform parents what we teach in Math, how and why. </li></ul>
  9. 10. <ul><li>Mathematics Learning Expectations: </li></ul><ul><li>To count by rote forward/backwards in ones from any 2 digit number </li></ul><ul><li>To write and read numbers to 100 </li></ul><ul><li>To count ordinal numbers to 20 </li></ul><ul><li>To count in doubles, doubles +1, doubles+2 </li></ul><ul><li>To use strategies to recall number facts with increased accuracy </li></ul><ul><li>To understand place value for hundreds, tens and ones </li></ul><ul><li>To add tens and ones with regrouping </li></ul><ul><li>To subtract tens and ones with regrouping </li></ul><ul><li>To record horizontally and vertically using the + and - signs </li></ul><ul><li>To be introduced to the concept of multiplication (repeated addition, groups of, rows of etc.) </li></ul><ul><li>To skip count in twos, fives and tens </li></ul><ul><li>To explore the concept of division (by seeing division as grouping or sharing) </li></ul><ul><li>To recognize and name Swiss coinage by grouping coins to add to a specific sum </li></ul><ul><li>To tell the time to o’clock, ½ past, ¼ past. </li></ul>
  10. 11. <ul><li>To create and use data from simple graphs </li></ul><ul><li>To understand the terms “double” and “half” </li></ul><ul><li>To begin to recognize simple fractions </li></ul><ul><li>To identify 2 and 3 dimensional shapes and objects in the environment </li></ul><ul><li>To compare and sort 2 and 3 dimensional shapes </li></ul><ul><li>To develop language to describe capacity, length and weight </li></ul><ul><li>To identify the appropriate tools used to measure length and weight </li></ul><ul><li>To develop skills of estimation </li></ul><ul><li>To develop problem-solving skills </li></ul><ul><li>To formulate problems form everyday situations </li></ul><ul><li>To develop and apply strategies to solve a variety of problems </li></ul>
  11. 12. Grade 2 Units of Inquiry <ul><li>Inquiring into: </li></ul><ul><li>Switzerland ( Where We Are In Place And Time ). Field trip to the Glacier Garden and Transportation Museum in Lucern </li></ul><ul><li>Workplaces ( How We Organize Ourselves ). Tochterstag Nov 12 </li></ul><ul><li>Water ( How The World Works ). Visiting scientists from the U.K </li></ul><ul><li>Folktales ( How We Express Ourselves ). </li></ul><ul><li>Read-around, Book Week </li></ul><ul><li>Living Things ( Sharing The Planet ). Tierpark, Langnau </li></ul><ul><li>Healthy Living ( Who We Are ). Healthy Living Day. </li></ul>
  12. 13. Program of Inquiry Located on the ZIS Website (LS or ECC campus – Curriculum – Grade level – bottom of page, click on link to Program of Studies) and displayed on the wall outside the library
  13. 14. PYP Learner Profile <ul><li>Inquirer </li></ul><ul><li>Open-minded </li></ul><ul><li>Knowledgeable </li></ul><ul><li>Risk-taker </li></ul><ul><li>Thinker </li></ul><ul><li>Communicator </li></ul><ul><li>Balanced </li></ul><ul><li>Principled </li></ul><ul><li>Caring </li></ul><ul><li>Reflective </li></ul>
  14. 15. PYP Attitudes <ul><li>Appreciation </li></ul><ul><li>Commitment </li></ul><ul><li>Confidence </li></ul><ul><li>Cooperation </li></ul><ul><li>Creativity </li></ul><ul><li>Curiosity </li></ul><ul><li>Empathy </li></ul><ul><li>Enthusiasm </li></ul><ul><li>Independence </li></ul><ul><li>Integrity </li></ul><ul><li>Respect </li></ul><ul><li>Tolerance </li></ul>
  15. 16. PYP Transdisciplinary Skills <ul><li>Thinking Skills (acquisition of knowledge, comprehension, application, analysis, synthesis, evaluation, metacognition) </li></ul><ul><li>Social Skills (accepting responsibility, respecting others, cooperating, resolving conflict, group decision-making, adopting a variety of roles) </li></ul><ul><li>Communication Skills (listening, speaking, reading, writing, viewing, presenting, non-verbal communication) </li></ul><ul><li>Self-management Skills (gross motor skills, fine motor skills, spatial awareness, organization, time management, safety, healthy lifestyle, codes of behavior, informed choices) </li></ul><ul><li>Research Skills (formulating questions, observing, planning, collecting data, recording data, organizing data, interpreting data, presenting research findings) </li></ul>
  16. 17. 2E Learning Environment <ul><li>Independence, initiative, responsibility </li></ul><ul><li>Effective work habits </li></ul><ul><li>Cooperative learning, being a team </li></ul><ul><li>Inquiry and action </li></ul><ul><li>Learner Profile behaviours </li></ul><ul><li>PYP Attitudes </li></ul>
  17. 18. 2E Learning Environment <ul><li>Cooperative Groups </li></ul><ul><li>Classroom agreements, rewards and consequences </li></ul><ul><li>Weekly class meetings (PSE time) </li></ul><ul><li>Class monitor positions </li></ul><ul><li>8:30 – 8:44 morning routine – Math activity, Choice Time, red tote, Communication Book, messages </li></ul>
  18. 20. Home Learning at ZIS <ul><li>Learning Logs - Designed to encourage creativity and foster a love of learning </li></ul><ul><li>Inquiry-based </li></ul><ul><li>Mathematics, Language, Unit of Inquiry, Reading and/or Handwriting challenges </li></ul><ul><li>Reinforce and develop knowledge, understanding and skill </li></ul><ul><li>Open-ended learning challenges – students choose a style and approach that suits them eg. poster, song, model, pictures, play, presentation,games, puzzles, activities – no limits! </li></ul><ul><li>Learning behaviours – continuation of approach in classroom, building on learning during the day, revision of work, effort… </li></ul>
  19. 21. <ul><li>Learning challenges set Monday, returned to school a week on Wednesday, shared in class on Wednesday – more time for a more meaningful response </li></ul><ul><li>Starting Monday 7 th September, due back on Wednesday 16 th September </li></ul><ul><li>Then set again Monday 21 st September, due back on Wednesday 30 th September </li></ul><ul><li>Time to share & value achievements </li></ul><ul><li>More detailed information will be in the front of the learning log book. </li></ul>Home Learning at ZIS
  20. 22. School – Home Partnership <ul><li>Grade level and class blog - http://blogs.zis.ch/grade2/ </li></ul><ul><li>Fred and Wilma – our little friends </li></ul>
  21. 23. School-Home Partnership <ul><li>Room parent: Johanna Duc </li></ul><ul><li>Support in class (guided reading, one-to-one Math support). </li></ul><ul><li>Support on field trips </li></ul><ul><li>Your expertise </li></ul><ul><li>Class parties </li></ul>
  22. 24. Grade 2 Tips <ul><li>Label, label, label </li></ul><ul><li>Teaching commences at exactly 8:45 </li></ul><ul><li>Class timetable </li></ul><ul><li>Home Learning routines </li></ul><ul><li>Responsibilities at home </li></ul><ul><li>Healthy snack and lunch </li></ul><ul><li>Communication at home </li></ul><ul><li>Time to play and relax after each school day </li></ul><ul><li>Balance </li></ul>
  23. 25. Questions and Answers
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