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Prep Night 2007
Prep Night 2007
Prep Night 2007
Prep Night 2007
Prep Night 2007
Prep Night 2007
Prep Night 2007
Prep Night 2007
Prep Night 2007
Prep Night 2007
Prep Night 2007
Prep Night 2007
Prep Night 2007
Prep Night 2007
Prep Night 2007
Prep Night 2007
Prep Night 2007
Prep Night 2007
Prep Night 2007
Prep Night 2007
Prep Night 2007
Prep Night 2007
Prep Night 2007
Prep Night 2007
Prep Night 2007
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Prep Night 2007

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Our Presentation to parents of preps commencing school in 2008

Our Presentation to parents of preps commencing school in 2008

Published in: Business, Education
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  • 1. <ul><li>At our school we have many measures in place to help children achieve at their optimum level. </li></ul>
  • 2. STUDENT WELLBEING
  • 3. <ul><li>Prep/ Year 6 Buddies </li></ul><ul><li>Playground supervision </li></ul><ul><li>S.R.C. Peer Activities </li></ul><ul><li>Red Tickets </li></ul><ul><li>Gold Tickets </li></ul>
  • 4. <ul><li>Special Needs </li></ul><ul><li>Teacher Support Staff </li></ul><ul><li>Outside Agencies </li></ul><ul><li>Testing for your children </li></ul>
  • 5. Junior Literacy at Our School
  • 6. <ul><li>THE LITERACY BLOCK </li></ul><ul><li>Reading: one hour. </li></ul><ul><li>Whole Class Focus </li></ul><ul><li> </li></ul><ul><li>Small Group Rotations </li></ul><ul><li>Teacher works with a focus group </li></ul><ul><li> </li></ul><ul><li>Sharing Time </li></ul><ul><li>Writing: one hour </li></ul><ul><li>Whole Class Focus </li></ul><ul><li> </li></ul><ul><li>Personal writing </li></ul><ul><li>Teacher works with </li></ul><ul><li>focus group </li></ul><ul><li> </li></ul><ul><li>Sharing Time </li></ul><ul><li>As part of the whole class writing focus, the teacher could have dedicated spelling and/or handwriting as a mini lesson. </li></ul>
  • 7. How can you help?
  • 8. Parent Assisted Programs <ul><li>The success of the Literacy Block depends on parent assistance in the classroom. While the teacher is working with a focus group, a parent helper may work with another group of their own or roam around the classroom keeping children on task and answering their questions. It is important that the teacher focus group is not interrupted. </li></ul>
  • 9. Home Reading <ul><li>As part of the Home/ School partnership parents are asked to hear their children read each night and write a comment about the reading in the child’s Home Reading Diary. These are collected at least weekly by the teachers to check that the children are reading at home. </li></ul>
  • 10. Numeracy at Our School <ul><li>Numeracy is seen as having an extremely high priority at St.Patrick's as each class engages in a minimum of 5 hours per week. </li></ul>
  • 11. SUCCESS IN NUMERACY EDUCATION (SINE) : <ul><li>SINE has been developed to assist and support school communities in lifting the Numeracy achievement levels of all students. </li></ul><ul><li>Staff training </li></ul><ul><li>Screening Tests </li></ul><ul><li>Clinical Interviews </li></ul><ul><li>Whole school approach </li></ul>
  • 12. The structure of the Numeracy Hour : <ul><li>Tools Session - the teacher engages the student’s thinking through an introductory whole group activity. </li></ul><ul><li>For example - counting by 2’s, 5’s, 10’s, etc. </li></ul>
  • 13. Whole class focus : <ul><li>This is the time to teach new skills or assess students for ‘grouping’. The teacher chooses from a variety of individual and group structures within the major part of the lesson. </li></ul>
  • 14. Small groups : <ul><li>Teacher Focus Group - students work in a small ‘teaching’ group with the teacher. This could be a group who are experiencing a common problem or it could be a group who are working on extension activities. This group will change according to the Numeracy focus . </li></ul>
  • 15. Other small groups : <ul><li>While the teacher works with the ‘Focus’ group the remaining students will be working either with a partner, in a mixed ability group, a group of students of their own ability or on an individual activity. </li></ul><ul><li>Students will also be able to undertake open-ended tasks. </li></ul>
  • 16. Share Time : <ul><li>Students will then gather together as a ‘whole class’ where some of the students will share what they have learnt. </li></ul><ul><li>This is an extremely important part of the Numeracy Hour . </li></ul>
  • 17. Teacher Summary : <ul><li>The teacher concludes the Numeracy session with a statement (written or verbal) reinforcing key mathematical ideas. </li></ul><ul><li>This needs to be short and explicit / summarising all components of the Numeracy session. </li></ul>
  • 18. Resources : <ul><li>Numeracy Trolleys </li></ul><ul><li>Storeroom Supplies </li></ul><ul><li>Games Tubs </li></ul><ul><li>Computer Resources </li></ul><ul><li>Library Stock </li></ul><ul><li>Parental Assistance </li></ul>
  • 19. Assessment : <ul><li>Portfolios of students’ work (Developmental Continuum/ Progression Points Chart) </li></ul><ul><li>Screening Tests </li></ul><ul><li>Clinical Interviews </li></ul><ul><li>Pre and Post Unit Tests </li></ul>The results of these tests will help to drive the teaching to meet the individual needs of the students.
  • 20. HOW DO CHILDREN LEARN? <ul><ul><li>Games </li></ul></ul><ul><ul><li>Manipulative and hands on equipment </li></ul></ul><ul><ul><li>Investigation </li></ul></ul><ul><ul><li>Problem Solving </li></ul></ul><ul><ul><li>Open-ended questions </li></ul></ul><ul><ul><li>Group work </li></ul></ul><ul><ul><li>Communication - discussion, sharing strategies, explaining/justifying answers </li></ul></ul><ul><ul><li>When they are actively engaged </li></ul></ul>
  • 21. What can I do as a parent? <ul><li>Involve them in everyday activities that they can relate to. </li></ul><ul><li>Play card games with them - 21, 31, snap... </li></ul><ul><li>Play board games with them - monopoly, snakes & ladders, connect 4... </li></ul><ul><li>Let them help bake a cake/cook... </li></ul><ul><li>Allow them to ‘time’ how long things take. </li></ul><ul><li>Use appropriate language such - measure, grams, cup, spoonful, millilitre, weigh... </li></ul>
  • 22. Continued… <ul><li>Involve your child in activities such as shopping - give them money to use </li></ul><ul><li>Let them assist with planning trips - have them calculate both distance and time </li></ul><ul><li>Recognising odd and even numbers for house numbers </li></ul><ul><li>Reading/Remembering phone numbers </li></ul><ul><li>Reading the street directory </li></ul><ul><li>What time is the library open? How many hours a week is it open? </li></ul><ul><li>BE POSITIVE ABOUT NUMERACY </li></ul>
  • 23. Continued… <ul><li>Sing number songs. </li></ul><ul><li>Count the forks needed to set the table. </li></ul><ul><li>Count the steps to the washing line. </li></ul><ul><li>Count the stairs to bed. </li></ul><ul><li>Check how many weetbix a packet contains. </li></ul><ul><li>Count the teddies coming to the tea party. </li></ul>EXPOSE YOUR CHILDREN TO AS MANY MATHEMATICAL CONCEPTS AS YOU CAN.
  • 24. Helping in a formal way : <ul><li>Provide a quiet time and place </li></ul><ul><li>Give your child your full attention </li></ul><ul><li>Ask them to explain the task and how they will do it </li></ul><ul><li>Ask them to have a go </li></ul><ul><li>Wait and see what they do </li></ul><ul><li>If they need help - offer prompts </li></ul><ul><li>Praise all efforts </li></ul><ul><li>If they struggle, show them how to do the task </li></ul>
  • 25. <ul><li>EVERY CHILD IS AN INDIVIDUAL WHO WILL LEARN AT THEIR OWN PACE AND IN THEIR OWN WAY </li></ul><ul><li>NUMERACY HERE IS TAUGHT AND WILL BE TAUGHT TO THE INDIVIDUAL’S NEEDS </li></ul>

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