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Grade 2 parent information session 2010 2011


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Grade 2 parent information session 2010 2011

  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 (Ms Eyles) </li></ul><ul><li>Paul Sullivan (Mr Sullivan) </li></ul><ul><li>Fran Hickey (Ms Fran) </li></ul><ul><li>Catherine Roback (Ms Roback) </li></ul>
  3. 3. 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>Speaking and Listening – oral presentations, active listening </li></ul><ul><li>Handwriting – D’Nealian script </li></ul><ul><li>Spelling – in school </li></ul>
  4. 4. <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>
  5. 5. <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>
  6. 6. 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>
  7. 7. 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>
  8. 8. <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>
  9. 9. <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>
  10. 10. Grade 2 Units of Inquiry <ul><li>Inquiring into: </li></ul><ul><li>Workplaces ( How We Organize Ourselves ). Visits to parents workplaces and workplaces in Wadenswil </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>Water ( How The World Works ) </li></ul><ul><li>Living Things ( Sharing The Planet )Visit to Tierpark, Langnau </li></ul><ul><li>Folktales ( How We Express Ourselves ). </li></ul><ul><li>Read-around, Book Week </li></ul><ul><li>Healthy Living ( Who We Are ). Healthy Living Day. </li></ul>
  11. 11. Program of Inquiry Located on the Grade 2 blog – information about each unit of inquiry
  12. 12. 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>
  13. 13. 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>
  14. 14. 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>
  15. 15. Grade 2 Learning Environments <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>
  16. 16. 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 </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 </li></ul><ul><li>Learning behaviours – continuation of approach in classroom, building on learning during the day, revision of work, effort… </li></ul>
  17. 17. <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>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
  18. 18. 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>Healthy snack and lunch </li></ul><ul><li>Communication for the whole class will be on the class blog </li></ul><ul><li>Communication to individual parents will continue to be via email </li></ul>
  19. 19. School – Home Partnership <ul><li>Grade level and class blogs - </li></ul>
  20. 20. EAL <ul><li>Caroline Francois </li></ul>
  21. 23. Please go now to your child’s classroom for more class specific information and questions and answers
  22. 24. This powerpoint can be found on the Grade 2 blog, should you wish to have another look at it.