Junior School

WELCOME TO TERM 3, 2017

 

We hope that everyone had a lovely break over the holidays and you were able to have some family time whilst staying warm. Term 3 is going to be action-packed and we can’t wait to start learning about a range of new topics including our Inquiry Unit “Light, Sound and Movement”.

 

IMPORTANT REMINDERS


ROUTINES

Routines provide a sense of certainty and security for children. The advantages of having routines are endless, but we’d like to point out just a few:

· Routines can help children understand time and time management.

· Routines can help children get used to completing specific tasks and home chores.

· Routines can establish important habits such keeping a tidy work space, putting items back after using them and brushing their teeth and hair.

We congratulate our families who have included reading and spelling into their daily routines.  While students develop reading strategies each day at school, home reading is a way of practicing and consolidating our reading skills, building confidence and developing lifelong reading habits. We would like to encourage everyone to continue sharing a love of reading at home each day by reading to and listening to your child/ren read.

 

CLOTHING LABELS

A friendly reminder to please clearly label all items of clothing, including jumpers and spare underwear and other items of clothing.  Thank you.

 

COMPASS REPORTS 

Throughout Semester 2, we will continue to provide you with timely feedback regarding your child’s progress, at the conclusion of each unit. More information about Compass and when you can access unit of work gradings will be published in the weekly whole school newsletter. 

Students are given a grading based on their understanding and ability to demonstrate knowledge of the unit of work. The gradings used are defined below.

 

Beginning 

Student is, with teacher support, beginning to explore the skills taught in this unit.

Consolidating

Student is able to use some skills taught independently.

Established 

Student is able to confidently and independently use the skills taught.

 

Upcoming Events and Important Dates  


August 15

1/2 A,B,C,D - Scienceworks Excursion

 

August 17

1/2 E, F, G, H - Scienceworks Excursion

 

August 21

Book Week Dress Up & Parade

 

August 21-25

Book Week

 

August 28

Author Visit P-2

 

August 28- September 1

Literacy & Numeracy Week

 

August 31

Father's Day Stall

 

September 11-15

Planning Week

 

September 22

Last Day of Term

 

 

HELPING YOUR CHILD WITH THEIR LEARNING

The information below is designed to provide families with ideas on how to support your child at home throughout the term and provide an outline of some of the areas that will be covered throughout Term 2 in the areas of Reading, Writing, Mathematics and Inquiry. 



WEEK 1-3

READING

UNIT

HOW YOU CAN SUPPORT YOUR CHILD

VOCABULARY

Solving Words

· Supporting your child to search for unfamiliar words and keep a record of them on a whiteboard or piece of paper

· Encouraging your child to use new words in an interesting sentence to show understanding.

· Discussing with your child how pictures help us to solve unknown words in a text.

Word, part, beginning, middle, end, consonant, vowel, solve, blends, syllables, look, sound, sense, right suffix, prefix.

WRITING

UNIT

HOW YOU CAN SUPPORT YOUR CHILD

VOCABULARY

List Writing

· Supporting your child to write a list of things they need to remember before they go to school

· Encouraging your child to check things off their list as they organise them.

· Supporting your child to write a list of their favourite things e.g.: favourite toys, places to visit, things to eat.

Lists, important, remember, events, order, organisation, topics, write.

 

MATHEMATICS

UNIT

HOW YOU CAN SUPPORT YOUR CHILD

VOCABULARY

Multiplication

· Providing real life opportunities to make equal groups, for instance making sure a set of lolly bags have the same number of lollies in each.

· Using items at home such as paper clips or dry pasta to create an array with equal rows and columns.

· Finding real life examples of arrays (e.g. eggs in a carton) or equal groups (e.g. 3 trees with 2 birds in each).

Group, array, repeated addition, equal, number sentence, number story, equally, rows.

 

WEEK 4-6

READING

UNIT

HOW YOU CAN SUPPORT YOUR CHILD

VOCABULARY

Inference

· Asking your child to identify the problem and solution in a given text and how this effects a character's behaviour.

· Encouraging your child to discuss how a character might be feeling or what they might do based on clues given from the text.

· Supporting your child to apply their own experiences to the text to explain the characters' actions and emotions.

Inference, infer, problem, solution, feelings, motive, actions, message, event, character, change, evidence, text, illustrations, because.

 WRITING

UNIT

HOW YOU CAN SUPPORT YOUR CHILD

VOCABULARY

Procedure

· Discussing different real-life examples where you follow a procedure (e.g. cooking recipe, assembling furniture).

· Supporting your child to write/draw an everyday procedure such as how to clean their room.

· Encouraging your child to follow procedures to complete an everyday activity (e.g. making their bed, packing their lunch).

Procedure, ingredients, equipment, directions, steps, instructions, order, captions, illustrations, adjective, verb, noun.

 

MATHEMATICS

UNIT

HOW YOU CAN SUPPORT YOUR CHILD

VOCABULARY

Division

· Encouraging your child to share different items between family members. For example, Sharing 8 grapes between 2 people.

· Supporting your child to skip count by 10's, 5's and 2's when sharing.

· Asking your child to set the table ensuring all members have an equal amount of plates, cutlery etc.

 

Sharing, division, divide, share, split, give, hand out, separate, equal, unequal, remainder, left over, fair share, groups of, groups, array, how many.

 

WEEK 7 - 10

READING

UNIT

HOW YOU CAN SUPPORT YOUR CHILD

VOCABULARY

Critique

· Modelling making judgements about the text or characters while reading with your child.

· Encouraging your child to share what illustrations or sentences they found interesting, humorous or exciting.

· Asking your child to identify both positive and negative character traits while reading a text.

Judgement, explain, humorous, interesting, exciting, quality, illustrations, character, behave.

 

WRITING

UNIT

HOW YOU CAN SUPPORT YOUR CHILD

VOCABULARY

Information Report

· Encouraging your child to write facts and information about a topic of personal interest (e.g. Pokemon Cards, animals)

· Watching an informative TV show and encouraging your child to write some information using relevant vocabulary.

· Using websites such as Encarta Kids to locate information about a topic of interest.

Information, fact, features, subtopics, headings, vocabulary, paragraphs, research.

 

MATHEMATICS

UNIT

HOW YOU CAN SUPPORT YOUR CHILD

VOCABULARY

Time

· Encourage your child to identify parts of an analogue clock e.g. Hour hand, minute hand, numbers.

· Assist your child to tell the time using an analogue and digital clock e.g. I go to bed a 7 o'clock, 7:00pm

· Help your child to identify if a task will take a short time or long time to complete.

Analogue, digital, clock, time, compare, order, duration.

Chance

· Having your child draw pictures of activities they undertake often, sometimes and never. Discuss why they never do some things (e.g. fly in a rocket).

· Discussing different daily events that are likely or not likely to happen (e.g. If it is likely to rain/ if it is likely that their football team will win).

· Playing a chance game with your child (e.g. deciding by flipping a coin- heads or tails, dice games).

Chance, probability, likely, unlikely, certain, impossible, possible, outcome.

 

INQUIRY

UNIT

HOW YOU CAN SUPPORT YOUR CHILD

VOCABULARY

Sound, Light and Movement

· Encouraging your child to investigate how the size and shape of objects effects their movement. e.g. Big car and little car, adult and child.

· Assisting your child to investigate how the different strengths of pushes and pulls affect things around the house, outside or in the playground.

· Supporting your child to investigate that light and sound are produced by a range of sources that can be found around the home such as tv, radio and stereo.

Light, sound, movement, digital technology, size, shape, pull, push, senses, experiments, colour, change, same, affect.

 

YOU CAN DO IT

UNIT

HOW YOU CAN SUPPORT YOUR CHILD

VOCABULARY

Persistence

· Encouraging your child to have a go at a range of different tasks before offering them assistance.

· Modelling persistent behaviour with tasks you need to complete, using words and actions to support a persistent way of thinking.

· Praising positive efforts when your child has had a go at something new, even if they are unsuccessful.

Persistence, keep trying, give up, positive thoughts, giving effort, difficult, impossible, hard work, obstacles, blockers, success, I can, attitude, working tough.


 

 

Staff Email Addresses

A reminder that 1/2 Team members can be contacted at the below email addresses: 

 

Deb Shepherd—Room 17 (A)

shepherd.deborah.e@edumail.vic.gov.au  

 

Kellie Sanderson—Room 18 (B)
sanderson.kellie.a@edumail.vic.gov.au 

 

Melissa Cowling - Room 19 (C)

cowling.melissa.m@edumail.vic.gov.au

 

Maddy Psarianos—Room 20 (D)
psarianos.madelaine.m@edumail.vic.gov.au 

 

Jade Batey - Room 23 (E)
batey.jade.l@edumail.vic.gov.au  

 

Emma Rayner - Room 24 (F)

rayner.emma.l@edumail.vic.gov.au

 

Sarah Round—Room 25 (G)
round.sarah.l@edumail.vic.gov.au  

 

Cynthia Marchment—Room 25 (G)
marchment.cynthia.a@edumail.vic.gov.au

 

Carol Ellis – Learning Support
ellis.carol.c@edumail.vic.gov.au