Meet the teacher September 2014
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This document outlines the agenda for a Meet the Teacher Night being held on September 11th 2014. It discusses the classroom routines and procedures, including morning routines, Know and Grow time, rules, literacy and numeracy activities, health and wellbeing, supporting children at home, child-initiated learning, and communication with parents. Teachers will be sharing more details about the literacy program in the assembly hall.
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http://www.ihes.com/bcn/tt/conference.html
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Week 1
Hi my name is Gloria, I am sixty three years old, and I plan to graduate in October of 2016 with a Bachelor degree in Organization Manager. I have taken my entire course for my degree I am working on my elective course so I decided to take a minor in child hood development. I thought that it would be a good course since I have work with children all my life, raising ten children and only three from nature birth. I now work with Garland independent school district and come in contact with children every day. I community with people through knowledge, everyone come to me for advice, I listen to everyone problem and try to give the best advice possible and if I don’t have the answer we try to investigate and come up with the right one. I love helping people in any way that I could, planning on retiring from my job that I have been on for seventeen years with the school. After I retire if I have to go back to work I am leaning toward benign school counselor or an adviser working with children. That is if God allow me to do it.
Week 1 pt. 2
In the early childhood classroom, silence is not golden. Spoken words are opportunities for learning that should take place throughout the day - especially during conversations between children and between teachers and children.
Human language is a remarkable way to communicate. No other form of communication in the natural world transfers so much information in such a short period of time. It is even more remarkable that in three short years a child can hear, mimic, explore, practice, and finally, learn language.
Language learningthere is no genetic code that leads a child to speak English or Spanish or Japanese. Language is learned. We are born with the capacity to make 40 sounds and our genetics allows our brain to make associations between sounds and objects, actions, or ideas. The combination of these capabilities allows the creation of language. Sounds come to have meaning. The babbling sound "ma - ma - ma" of the infant becomes mama, and then mother. In the first years of life children listen, practice, and learn. The amusing sounds of a young toddler practicing language (in seemingly meaningless chatter) are really their modeling of the rhythm, tone, volume, and non-verbal expressions they see in us.
Language -with all of its magnificent complexity- is one of the greatest gifts we give our children. Yet, we so often treat our verbal communication with children in a casual way. It is a misconception that children learn language passively. Language acquisition is a product of active, repetitive, and complex learning. The child's brain is learning and changing more during language acquisition in the first six years of life than during any other cognitive ability he is working to acquire. How much easier this learning process can be for children when adults are active participants!
Adult’s help children learn language primarily by talking with them. It happen when a mother coos and ba.
Preschool
The document summarizes the curriculum and daily activities at the EtonHouse Pre-School in Newton. It describes the school's curriculum approach, which is based on best practices from the UK and IB. It provides details on the daily schedule, including activities like music, water play, circle time, outdoor play and Mandarin/Japanese lessons. It also describes assessments of children, teacher-child interactions, and the variety of toys, materials and resources available to support learning.
Internship in montessori for Master degree
This document summarizes an internship at the Sweet Home preschool in Lalitpur, Nepal. The internship objectives included observing social skills, developing friendships, and promoting holistic development in children. Key areas of focus included the Montessori teaching methodology, behavioral issues, the physical structure of the school, and challenges. The preschool provides education for life and develops moral values through a caring environment, healthy activities, and curriculum-based teaching. Challenges included infrastructure, parental involvement, and supporting children with special needs. The internship provided valuable experience in learning how to handle real situations and care for children's development.
P2 1 Parent Presentation New Version
This document summarizes key information about the P2 curriculum and classroom at a school. It discusses that each child develops differently and at their own pace. The curriculum focuses on developing literacy, numeracy, and inquiry-based learning skills. It also outlines routines like homework, snacks, lunches, and how parents can support their child's learning at home and at school.
Back to School Night Slideshow
This document provides information about Ms. Kwok's Grade 1 class for the 2011 school year. It outlines the daily schedule, specialists, curriculum focus areas including literacy, math, social/emotional development and more. It discusses report cards, parent-teacher conferences and communication methods. The document aims to introduce parents to the Grade 1 program and typical school day.
Second grade curriculum
This document provides an overview of Mrs. Arnold's second grade classroom schedule and curriculum. It introduces the students and outlines a typical school day, including arrival, morning meeting, math, reading, writing, science, and dismissal. It also describes the Responsive Classroom approach used to promote social and academic skills. Parents are invited to volunteer and contact the teacher with any questions or concerns.
Preschool: The Best Way to Take the First Step Towards Life Lessons
Private preschools in Singapore, parents get a chance to be a part of an institution that provides early childcare and education. Preschool learning helps children learn through play. Learn more!
Meet The Teacher 2010
This document provides information for parents about Mrs. Sigismondi's 4th grade class at Vanderbilt Elementary School. It includes details about an upcoming parent-teacher conference nights in November, how to contact the teacher, homework policies, NYS test dates, book orders and more. The last section offers a poem about the various things that children need from their parents and caregivers to support their growth and development.
Enrichment programme structure
The document summarizes the enrichment programme structure at Te Whare Poipoi. It groups children according to spelling ability and aims to develop literacy skills like phonological awareness, visual discrimination, sequencing, and reading fluency. The programme uses activities like sound boxes, word building, speed reading, rhyming, syllabification, reading, proofreading and dictation to practice spelling lists and focus words. It emphasizes consolidating and practicing these skills to help children who struggle with literacy.
Every Child Ready to Read - 2nd edition
- Early literacy skills like phonological awareness, print motivation, and vocabulary are strong predictors of reading ability later in childhood and can help prevent achievement gaps.
- Public libraries have responded to research on the importance of early literacy by providing resources to help children develop skills like print awareness and narrative skills before starting school.
- Developing these six early literacy skills through practices like reading, writing, playing and talking with children helps them become "ready to read" by kindergarten.
Phonics-workshop-final.pptx
This document provides information about phonics and supporting reading at home. It discusses what phonics is, the 44 sounds in English, blending skills, tricky words and the Year 1 phonics screening test. It offers tips for supporting reading at home such as using phonics when reading unfamiliar words, asking questions to check comprehension, and making reading an enjoyable experience. The document also addresses frequently asked questions about phonics teaching and reading schemes in schools.
Meet the teacher p4
This document outlines the expectations and curriculum for a Primary 4 class. It details what is expected of students in terms of behavior and academics. It also provides information on how parents can support their children at home, including with homework, reading, math, and spelling. The curriculum focuses on literacy, math, and an interdisciplinary learning topic on climates. Information is also given on class routines, positive behavior systems, and how to contact the teachers if needed.
Wattle Grove parent evening 2019 Room 3
The document is a poem describing how a teacher and parent work together to shape a child's mind like sculptors shaping clay. The teacher uses books, music and art as tools in their lessons while the parent guides with a gentle and loving touch. Both work side by side each day to develop the child. When finished, their creation of the child through education and parenting is something that cannot be bought or sold. The poem emphasizes that the teacher and parent must work as a team for the child to be successfully molded, with the teacher supported by the school and parent supported by the home.
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Welcome to kindergarten! back to school night 2011 blog
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Preschool: The Best Way to Take the First Step Towards Life Lessons
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More from Mrsjalland
Number talks
The document discusses the benefits of exercise for mental health. Regular physical activity can help reduce anxiety and depression and improve mood and cognitive function. Exercise stimulates the production of endorphins in the brain which elevate mood and reduce stress levels.
How to write a rap
The document provides guidance on writing a rap about experiences during lockdown. It suggests themes to include, such as missing friends and family, daily activities, feelings about being stuck inside or getting exercise outside. The guidance explains how to structure a rap with rhyming couplets organized into sets, and possibly including a refrain. Students are instructed to write their rap in a school-appropriate way and then have the option to share it on paper, record an audio/video performance, or submit it to the class TikTok page.
History of Rap
Rap music originated from the storytelling traditions of West African drummers and Caribbean singing poets. It gained popularity in the United States in the 1970s but the Sugarhill Gang's "Rapper's Delight" in 1979 was influential in bringing rap into the mainstream music industry. In the 1990s, rivalry between the West Coast's Death Row Records, led by Dr. Dre, and the East Coast's Bad Boy Records, led by Sean "Puffy" Combs, contributed to violence between artists and fueled geographic tensions within the rap scene. Rap has since expanded globally and diversified to include many styles while still facing some criticism over lyrical content.
Mrs Jalland
1) This document provides information for parents about Mrs. Mary Jalland's P1B class, including details on communication methods, daily routines, curriculum areas, homework, and other class policies.
2) Key areas covered are literacy and numeracy instruction, health and wellbeing activities, rules and behavior management, and opportunities for parents to be involved through things like homework support and family time events.
3) Assessment approaches are outlined as well, focusing on both formative and summative evaluations in academic subjects and other areas of the curriculum.
Darts addition
This document provides a list of numbers and prompts the reader to choose a number to determine if it can be achieved in 3 throws of a dart game. It suggests aiming for specific parts of the dart board can result in different scores and challenges the reader to pick a number from the list and consider if it's possible to hit that total score in 3 darts.
Darts powerpoint
This document outlines the objectives and activities for a series of darts lessons. The learning intentions include improving math skills like mental math and problem solving. Students will create a new darts game, track scores online and in class, and complete math problems related to darts scoring. Activities involve calculating dart scores, finding combinations to reach certain scores, and analyzing the dart board layout and scoring possibilities. Students will work independently and collaboratively on problems of increasing difficulty.
Nhs essay
The document provides guidance on writing a discursive essay about whether free healthcare should be available to all through the UK's National Health Service (NHS). It includes topics to discuss like the purpose and origins of the NHS, as well as notes on reasons for and against free healthcare. Students are instructed to select facts and opinions, write an essay using the provided structure of introducing reasons for and against with evidence from links and Twitter quotes.
Speech writing
The document provides guidance on structuring an effective speech. It recommends introducing yourself, asking for attention, stating your position and making points with elaboration. The more points made, the more convincing the speech becomes. It's best to make the strongest argument first and second strongest last. The document uses Martin Luther King Jr.'s "I Have a Dream" speech as an example of effective structure, particularly his repetition of the powerful phrase "I have a dream."
Nouns
The document defines and provides examples of four types of nouns: common nouns, collective nouns, proper nouns, and abstract nouns. It identifies the types of nouns in the sentence "On Friday, at school, the choir was full of dismay when the concert was cancelled" as common nouns for school and choir, collective noun for choir, proper noun for Friday, and abstract noun for dismay. The purpose is to teach the reader to identify different types of nouns.
Identifying different-types-of-nouns-lesson-teaching-pack
This document provides photo credits and attributions for multiple photos used under a Creative Commons license. The photos are credited to various Flickr users including pink_Floyd, TJMorris, FaceMePLS, katerha, Lara604, LeWeb13, dave.dave.dave, mklapper, landrovermena, Annie Mole, and ToastyKen. The document ensures proper attribution for photos accessed through Flickr and used under a Creative Commons license.
Number visuals
This document discusses using visual representations to help students make connections between numbers and quantities. It encourages drawing numbers from 1 to 20 and analyzing number visuals in groups to notice patterns and discuss findings. The goal is for students to understand math concepts visually and find mathematics learning more engaging through opportunities to see numbers represented pictorially.
Inn 4
The document is a math lesson about doubling amounts. It has steps that start with doubling small numbers of objects, like cars or hedgehogs, and works up to doubling hundreds of amounts, like 200 or 400. Each step has examples of doubling different numbers and amounts, and asks the student to fill in the doubled amount.
Inn 3
The document is a math worksheet about swapping amounts for tens and hundreds. It contains multiple math problems where students are asked to swap numbers in the tens or hundreds place and solve the equations. For example, it may ask 30 + 10 = ? and the student would swap the tens place to get 40. Or it may ask 400 + 200 = ? and the student would swap the hundreds place to get 600. The worksheet provides practice swapping numbers in the tens and hundreds places to solve equations.
Multiplication
This document outlines 8 steps to learning multiplication, starting with setting out groups of toys and finding the total amount of toys. It then progresses to setting and counting groups of blocks, drawing and finding totals of groups of dots, writing out repeated addition, and finally solving repeated addition problems. Between each step is a repeated phrase "Multiplication, How many?" to emphasize the connection between multiplication and combining grouped quantities.
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This document outlines steps in a math curriculum for subtraction. It starts with being able to subtract 1-digit numbers from numbers up to 20 without crossing 10, then without crossing 10, and then being able to subtract 2 or 3 from numbers up to 20. The document then provides examples of subtracting 1-digit numbers from numbers up to 20.
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This document outlines 13 steps for learning subtraction, beginning with taking away objects to 10 and writing number sentences, then progressing to arranging subtraction sentences, reading subtraction sentences, and solving subtraction problems on a number line. It provides examples of subtraction number sentences such as 5 - 3 =, 7 - 4 =, and 10 - 3 = as practice for learners to work through the steps.
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The document outlines steps for teaching subtraction to children, starting with counting back one from a given number and working up to taking away one and finding how many are left. It provides examples of counting back, saying the number before, finding one less than, and solving subtraction problems by taking away one.
Addition 17 20
The document outlines steps for teaching addition to students, starting with adding 1 or 2 to numbers up to 20, then progressing to adding 1-digit and 2-digit numbers together and adding larger numbers to numbers up to 20. It provides examples of addition problems for students to practice, such as 10 + 1 = 11 and 14 + 5 = 19.
Addition 12 16
This document outlines 17 steps in learning math concepts related to addition. The steps progress from counting objects and writing number sentences to adding larger numbers up to 20 and solving addition problems on a number line. The later steps involve reading and writing number sentences with addition signs and sums between 1 and 8.
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Identifying different-types-of-nouns-lesson-teaching-pack
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Meet the teacher September 2014
- 1. Meet the Teacher Night Thursday 11th September 2014 Possumus Superati - we can be great, we will be great!
- 2. Settling in Routines - encouraging responsibility and independence. Learning Morning Routines. Hanging coats on pegs Bags in boxes Homework Folders in box Snacks in tray Lunch orders
- 3. Know and Grow Time Know and Grow is time spent every morning which builds a bridge between home and school for the children. It is a time when the teacher can interact and build relationships with the children in a comfortable, safe environment . It is a time where children can make choices, play and socialise. It is a time when the teacher can observe and listen to the views of the children.
- 4. Rules We agreed on our rules as a class. Every rule was an idea from a pupil agreed by others. The traffic light system works really well. All children start the day on green. They get a verbal warning if they break the rules followed by a traffic light change if ignored. These are noted in the homework book so you can discuss the incident at home. A red light means that the child has to sit out of Golden Time for 5 minutes. We use restorative practice to ensure all children are treated fairly.
- 5. Active Literacy Two phonemes a week Three words a week Phonic spelling - The write hand method Comprehension Dictation Songs and videos Sand writing, plasticine letters, pipe cleaners, paints etc.. Motor skills Games Foundations in Writing Storytelling Library
- 6. Numeracy Counting songs and games Current focus is on number formation Simple addition and subtraction Interactive Mental Maths Numbertime DVD Numicon Numeracy across learning Numeracy through P.E
- 7. Health and Wellbeing Circle time 2 hours of quality P.E. (Getting changed, earrings) Healthy Snacks Drinking water Learning Outdoors Living our values School dinners Building Resilience
- 8. Parents as Partners Supporting children with homework Practise sounds and words daily Reading book Talking about the day Challenging our children Volunteering Family Time Feedback
- 9. Child initiated learning Listening culture Observing and having quality conversations. Face to face time. Learning Conversations Child led enquiry Videoing Planning together
- 10. Communicating Homework Book Letters Class Blog (http://mrsjalland.primaryblogger.co.uk) Twitter (@WestquarterPrim) (@ElliePrimary1) Texts Phonecalls Know and Grow Ellie's diary (Star of the Week) 3pm chats
- 11. Please come through to the assembly hall to find out about more about our literacy programme.
Editor's Notes
- The children are being encouraged to become independent. The routines are being built on bit by bit.