A Parent’S Guide To Grade Three


Published on

  • Be the first to comment

  • Be the first to like this

No Downloads
Total Views
On Slideshare
From Embeds
Number of Embeds
Embeds 0
No embeds

No notes for slide

A Parent’S Guide To Grade Three

  1. 1. A Parent’s Guide to Grade Three Thursday 27 th August 2009
  2. 2. Overview of information shared tonight <ul><li>Logistics: </li></ul><ul><li>Introduction </li></ul><ul><li>A day in grade 3 </li></ul><ul><li>Schedule </li></ul><ul><li>Snack and Lunch </li></ul><ul><li>School Hours </li></ul><ul><li>Learning Logs </li></ul><ul><li>Class agreements </li></ul><ul><li>Communication (ZISLinks, Blogs, Email, Communication Book) </li></ul><ul><li>Independence + Responsibility </li></ul><ul><li>Curriculum: </li></ul><ul><li>Programme of Inquiry </li></ul><ul><li>Language </li></ul><ul><li>Mathematics </li></ul><ul><li>Fieldtrips </li></ul>
  3. 3. Learner Profile Our curriculum aims to develop the “ whole child” and international mindedness through the Learner Profile <ul><li>Caring </li></ul><ul><li>Thinkers </li></ul><ul><li>Knowledgeable </li></ul><ul><li>Principled </li></ul><ul><li>Communicators </li></ul>Balanced Risk Takers Reflective Open Minded Inquirers
  4. 4. Attitudes A way of thinking, acting or feeling about things. <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>Empathy Enthusiasm Independence Integrity Respect Tolerance
  5. 5. Concepts We have a concept-driven curriculum <ul><li>Form – What is it like? </li></ul><ul><li>Function – How does it work? </li></ul><ul><li>Causation – Why is it like it is? </li></ul><ul><li>Change – How is it changing? </li></ul><ul><li>Connection – How is it connected to other things? </li></ul><ul><li>Perspective - What are the points of view? </li></ul><ul><li>Responsibility – What is our responsibility? </li></ul><ul><li>Reflection – How do we know? </li></ul>
  6. 6. Skills The skills are transferable across the curriculum <ul><li>Thinking Skills </li></ul><ul><li>Social Skills </li></ul><ul><li>Communication Skills </li></ul><ul><li>Self-Management Skills </li></ul><ul><li>Research Skills </li></ul>
  7. 7. Transdisciplinary Themes Our Units of Inquiry are organised under the following six transdiciplinary themes that are explored each year. <ul><li>Who we are </li></ul><ul><li>Where we are in time and place </li></ul><ul><li>How we express ourselves </li></ul><ul><li>How the world works </li></ul><ul><li>How we organize ourselves </li></ul><ul><li>Sharing the planet </li></ul>
  8. 8. Units of Inquiry <ul><li>How we organise ourselves All Systems Go </li></ul><ul><li>Subject Focus: Science and technology, social studies </li></ul><ul><li>Central idea: Systems are developed to support learning </li></ul><ul><li>Where we are in time and place Uncovering the Past </li></ul><ul><li>Subject Focus: Social studies, art </li></ul><ul><li>Central Idea: By gathering and interpreting a range of evidence, we </li></ul><ul><li>build our understanding of the past. </li></ul><ul><li>How the World Works Energy for work and play </li></ul><ul><li>Subject Focus: Science and technology </li></ul><ul><li>Central Idea: Energy changes and makes things happen </li></ul><ul><li>How we Express Ourselves I Believe! </li></ul><ul><li>Subject Focus: Arts, language, PSE, art </li></ul><ul><li>Central Idea: Our cultural and religious beliefs affect how we celebrate important stages in our lives </li></ul>
  9. 9. <ul><li>Who we are Rights and Responsibilities </li></ul><ul><li>Subject Focus : PSE, social studies </li></ul><ul><li>Central Idea: All humans have connected rights and responsibilities </li></ul><ul><li>How we Express Ourselves I Believe! </li></ul><ul><li>Subject Focus : Arts, language, PSE </li></ul><ul><li>Central Idea: Our cultural and religious beliefs affect how we celebrate </li></ul><ul><li>important stages in our lives </li></ul><ul><li>Sharing the Planet The Balance of Life </li></ul><ul><li>Subject Focus: Social studies, science and art </li></ul><ul><li>Central Idea: All living things within an ecosystem depend on each other </li></ul>
  10. 10. Learning Through Inquiry <ul><li>Transdisciplinary Theme: Who We Are </li></ul><ul><li>Rights and Responsibilities </li></ul>
  11. 11. Connecting to the Learner Profile and the Attitudes <ul><li>Learner Profile </li></ul><ul><li>Caring </li></ul><ul><li>Principled </li></ul><ul><li>Attitudes </li></ul><ul><li>Appreciation </li></ul><ul><li>Empathy </li></ul>
  12. 12. What do we want students to understand? <ul><li>Central Idea: </li></ul><ul><li>All humans have connected rights and responsibilities </li></ul><ul><li>An inquiry into: </li></ul><ul><li>The rights and responsibilities of individuals and groups within our immediate environment and beyond </li></ul><ul><li>The connection between rights and responsibilities </li></ul>
  13. 13. What do we want to learn? <ul><li>Teacher Questions: </li></ul><ul><li>Is there a difference between the needs and wants? </li></ul><ul><li>What is the connection between rules, rights and responsibilities? </li></ul><ul><li>What does it mean to have rights and responsibilities? </li></ul><ul><li>Who takes responsibility to ensure that human rights are met? </li></ul>
  14. 14. How best will we learn? <ul><li>Making a connection e.g. children talking about home responsibilities </li></ul><ul><li>Working with the Upper School students to discuss wants and needs </li></ul><ul><li>Lots of discussion where students raise questions to explore </li></ul><ul><li>Reading literature e.g “ For Every Child” to help make links with rights </li></ul><ul><li>Examining the UN Convention on the Rights of the Child </li></ul><ul><li>UNICEF and our sister school in Ghana </li></ul>
  15. 15. How might we know what we have learned? <ul><li>Pre-Assessment </li></ul><ul><li>Discuss the vocabulary rights and responsibilities. What do you think this means? Record and collate definitions on posters </li></ul><ul><li>What rights do you have in the school. Home, and community? ( link with code of conduct, mission statement? , UN rights of children) </li></ul><ul><li>What responsibilities do you have in school, at home, in the community )link with code of conduct, developing class essential agreements, school expectations) Categorize. Why do we need these? </li></ul><ul><li>Ask students what they know about how children live around the world. What experiences do they have from other countries? </li></ul><ul><li>Formative Assessment </li></ul><ul><li>Sort pictures of wants and needs. Explain why pictures are sorted this way. </li></ul><ul><li>Collect evidence of how students are taking responsibility, e.g. classroom rules, pictures, art displays & classroom environment. </li></ul>
  16. 16. How might we know what we have learned? <ul><li>Summative Assessment </li></ul><ul><li>Students may show empathy for others. </li></ul><ul><li>Students may show signs of acting responsibly and respectfully (and use this language with others) </li></ul><ul><li>They may initiate ideas of how students could be more responsible in </li></ul><ul><li>school. </li></ul><ul><li>The classroom tone and atmosphere will reflect the unit </li></ul><ul><li>Students select a right from UN Convention on rights of a child. They investigate and explain what this right means and why it is important and how this helps us live together. Students explain what their connected responsibilities are. Students choose how they present this information. </li></ul>
  17. 17. Skills <ul><li>Social skills: Accepting responsibility. Being willing to assume a share of the responsibility. </li></ul><ul><li>Research Skills: Formulating questions. Identifying something one wants or needs to know and ask compelling relevant questions which can be researched </li></ul><ul><li>Communication Skills: Listening and Speaking. Listening to others. Expressing ideas clearly and logically. Stating opinions </li></ul><ul><li>Self Management Skills: Codes of behaviour. Knowing and applying rules or operating procedures of groups of people. </li></ul>
  18. 18. Language <ul><li>Listening </li></ul><ul><li>Speaking </li></ul><ul><li>Reading </li></ul><ul><li>Writing </li></ul>
  19. 19. Language - Listening <ul><li>Learner profile </li></ul><ul><li>Open minded - I listen to others and respect their ideas. </li></ul><ul><li>Inquirer – I am curious and enjoy learning. I like to find out new things. </li></ul><ul><li>Communicator – I listen to others </li></ul><ul><li>“ Active” listening </li></ul><ul><li>Group discussions </li></ul><ul><li>Working in groups/pairs </li></ul>
  20. 20. Language - Speaking <ul><li>Learner Profile </li></ul><ul><li>Principled – I tell the truth and I’m fair </li></ul><ul><li>Inquirer – I am curious and enjoy learning. I like to find out new things. </li></ul><ul><li>Communicator – I can share my ideas with others in many ways and in more than one language. </li></ul><ul><li>Risk-taker - I stand up for things I believe in. </li></ul><ul><li>Group discussions </li></ul><ul><li>Working in groups </li></ul>
  21. 21. Language - Reading <ul><li>Minimum 10 minutes a night - Reading log </li></ul><ul><li>The self selection process – Library 5 Finger Test </li></ul><ul><li>Daily reading in class </li></ul><ul><li>Literature circles </li></ul><ul><li>Reflecting on reading </li></ul><ul><li>Reading various genres </li></ul>
  22. 22. Language - Writing <ul><li>Resource – First Steps </li></ul><ul><li>The Writing Process : </li></ul><ul><li>Planning, Drafting, Conferring, Refining, Publishing </li></ul><ul><li>Social Purposes of Writing </li></ul><ul><li>To persuade, socialise, explain, describe, recount, instruct, entertain </li></ul><ul><li>Each social writing purpose can take different forms (dependent on audience), has a specific framework and distinct language features </li></ul><ul><li>Grammar + punctuation </li></ul><ul><li>Paragraphs (organisation) </li></ul>
  23. 23. Language - Writing <ul><li>Rights and Responsibilities </li></ul><ul><li>Writing to Socialise (letter) </li></ul><ul><li>Writing to Persuade (letter) </li></ul><ul><li>I believe! </li></ul><ul><li>Writing to Describe (report) </li></ul><ul><li>Writing to Inquire (questionnaire) </li></ul><ul><li>All Systems Go </li></ul><ul><li>Writing to explain (skits, oral, schedules) </li></ul><ul><li>Energy for Work and Play </li></ul><ul><li>Writing to Instruct (scientific experiments) </li></ul><ul><li>Uncovering the Past </li></ul><ul><li>Writing to Describe (blurb, brochure, sketch) </li></ul><ul><li>The Balance of Life </li></ul><ul><li>Writing to Explain (ecosystem, headlines, news article) </li></ul>
  24. 24. Language- Writing <ul><li>Ongoing Purpose of writing (throughout the year) </li></ul><ul><li>Writing to entertain (narratives, poetry, plays (skits, cartoons) </li></ul><ul><li>Writing to persuade (letters, exposition, article) </li></ul><ul><li>Writing to recount (journal entries) </li></ul><ul><li>ISA – International Schools Assessment - February </li></ul>
  25. 25. Language - Spelling <ul><li>Individualized Spelling </li></ul><ul><li>Correct spelling for communication </li></ul><ul><li>Variety of spelling strategies/patterns </li></ul><ul><li>Sounding out ( phonics) </li></ul><ul><li>Chunking( blend, digraphs) </li></ul><ul><li>Generalisations ( spelling rules) </li></ul><ul><li>Analogy ( prefix – base element – suffix, e.g. mind,remind, mindful, reminder) </li></ul><ul><li>Use meaning ( here – where – there, hear – ear, heard – herd – heard) </li></ul><ul><li>Use memory aids ( pneumonics) </li></ul><ul><li>Use visual memory ( shapes of words) </li></ul><ul><li>Consult a dictionary </li></ul><ul><li>Strategies for extending vocabulary e.g. thesaurus, reading, inquire into meaning of new words. </li></ul>
  26. 26. Grade Three Math Overview Our mathematics programme is also concept driven <ul><li>Unit 1 Numbers all around us! </li></ul><ul><li>Routines, Reviews, & Assessments, Place Value in Whole Numbers & Decimals </li></ul><ul><li>Unit 2 To add or subtract? That is the question </li></ul><ul><li>Adding and Subtracting Whole Numbers </li></ul><ul><li>Unit 3 How do I measure that? </li></ul><ul><li>Linear Measures and Areas </li></ul><ul><li>Unit 4 Making the Connection: Multiplication/ Division </li></ul><ul><li>Multiplication & Division </li></ul>
  27. 27. Grade Three Math Overview <ul><li>Unit 5 The shape of our world </li></ul><ul><li>Geometry </li></ul><ul><li>Unit 6 Fair Shares </li></ul><ul><li>Fractions </li></ul><ul><li>Unit 7 Extending the Connection </li></ul><ul><li>Multiplication and Division </li></ul><ul><li>Unit 8 More measuring </li></ul><ul><li>Measurement and Data </li></ul><ul><li>Unit 9 What’s the chance of that happening? </li></ul><ul><ul><ul><ul><ul><li>Probability and end of year review </li></ul></ul></ul></ul></ul>
  28. 28. Lower School Math Agreements <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 ( Info sessions, workshops) </li></ul><ul><li>We raise the profile of Math in our school –we let it live </li></ul>
  29. 29. <ul><li>Information sessions: </li></ul><ul><li>EAL – Friday, 28 August, 2h30-3h30, Conference Room </li></ul><ul><li>German – Friday, 4 September, 9h00-10h00, MPR </li></ul><ul><li>PYP – October - TBD </li></ul><ul><li>Program of studies: </li></ul><ul><li>School website - LS - Curriculum - Grade level - </li></ul><ul><li>bottom of page, click on link to programme of studies </li></ul><ul><li>Grade 3 Blog: blogs.zis.ch/grade3 </li></ul><ul><li>ZISLinks: Link sent weekly form the Development office </li></ul>Where can you find information?
  30. 30. Curricular Trips <ul><li>Rights and Responsibilities </li></ul><ul><li>Upper School Amnesty International workshop </li></ul><ul><li>I believe! </li></ul><ul><li>Religious places of worship </li></ul><ul><li>All Systems Go </li></ul><ul><li>Energy for Work and Play </li></ul><ul><li>Abfallverwertung in Horgen </li></ul><ul><li>Uncovering the Past </li></ul><ul><li>Museum </li></ul><ul><li>The Balance of Life </li></ul><ul><li>Verbier (3-7 May 2010) </li></ul><ul><li> Ski Trip – Davos (22-24 March 2010) </li></ul>