Early Stage 1 Parent Information Evening€¦ · Early Stage 1 Parent Information Evening 2017...
Transcript of Early Stage 1 Parent Information Evening€¦ · Early Stage 1 Parent Information Evening 2017...
Early Stage 1
Parent Information Evening
2017
Maroubra Bay Public School
The Early Stage 1 teachers are:
Class Teachers
KP: Miss Paula Hatziantoniou
KH: Mr Kevin Harty
KV: Mrs Kathleen Vouros
During the week your child will also be taught by :
Library- Ms Kay Spicer
RFF (Science) : Mrs Penny Hozier
Consistent, high quality teaching practices
Meaningful, connected and engaged 21st
century learners
Highly participative and collaborative
school culture
SCHOOL PRIORITIES
ENGLISH Speaking and Listening
Reading and Viewing
Writing and Representing
Handwriting and using Digital
Technologies
Responds to stories and retells familiar stories.
Communicates effectively within the classroom
staying on topic using voice and expression.
Understand how to effectively communicate in pairs
and groups (skills for Public Speaking).
Spelling
Grammar, Punctuation and
Vocabulary
Thinking Imaginatively &
Creatively
Expressing
Themselves Reflecting on
Learning
To develop basic skills of writing such as
pencil grip, posture, forming most lower and
upper case letters in correct foundation.
Writing from left to right.
Recognise high frequency words
and identify sounds in a word.
Read and understand some sight
words in simple predictable
texts.
Compose simple texts to convey
and idea or message based on a
shared experience.
Understand that punctuation is
a feature of written texts.
Spell unknown words
phonetically & know that letters
represent sounds. Respond to imaginative texts
through illustrations and
authors.
Discuss likes
& dislikes
after reading. Compare & connect own experiences to
those depicted in stories.
The L3 Focus
L3 is a program we use in
Literacy at MBPS as it
provides rich literacy
experiences to support all
students in Kindergarten to
become successful Readers
and Writers.
What is L3?
L3 is taught in short, sharp
explicit lessons of 10
minutes in both reading
and writing.
What is L3? L3 is taught in the classroom to small groups of
three students as part of the daily literacy lesson.
The remainder of the class works independently
on carefully selected literacy tasks.
How can you help your child in English?
• Nightly reading and comprehension questions – Ask questions about text or pictures to encourage
greater understanding of text
• Go and experience Sydney – One of the best ways to improve your child’s creative
writing is to get them to experience different environments.
– Challenge your child with new words to expand their vocabulary
• Ask your child to explain their likes or dislikes by using reasons. Eg. Do you prefer vanilla milkshakes or banana milkshakes? And why?
Number and Algebra
Working Mathematically
Measurement and Geometry
Whole Numbers: (Semester 1 & 2)
Counts to 30 and orders reads and represents
numbers to 20.
Addition and Subtraction: (Semester 1 & 2)
Use concrete materials to solve simple addition
and subtraction.
Multiplication and Division (Semester 2)
Fractions and Decimals (Semester 1)
Describes to equal parts as halves.
Patterns and Algebra (Semester 1)
Recognise, describes and continues repeating
patterns.
Length (Semester 1) use everyday language to
describe and compare length.
Time (Semester 2)
Sequences events and duration of events and reads
time on the hour.
2D Shapes (Semester 1)
Manipulates and sorts 2D shapes (triangles,
circles, squares & rectangles).
Area (Semester 1)
Describes and compares areas using comparative
language.
Volume and Capacity (Sem 2)
Describes and compares the volume and
capacities of objects using everyday language.
Mass (Semester 1)
Describes and compares masses of objects.
3D Shapes (Semester 2)
Manipulates and sorts 3D objects.
Position (Semester 2) Describes position and gives
simple directions.
Communicating, Problem Solving & Reasoning
Data (Semester 1)
Represents and interprets data.
Statistics and Probability
MATHS
EXAMPLE OF MATHS PROGRAM
TEN IN MATHS FOR NUMERACY
TEN offers the following: • Deeper understanding of the Numeracy continuum K-10 • Explicit and systematic teaching • Differentiated whole class lessons and small group instruction • Short, focused, frequent activities • Implementing the assessment process and monitoring students’ progress every five weeks • Developing differentiated learning plans. • Strategically targeted activities focusing on early arithmetical strategies
How can you help your child in maths?
• Complete regular number work for home
learning
• Ask regular questions involving numbers – You could be in the car – ask questions involving time.
– At the supermarket – ask questions involving weight.
– Mark events on a family calendar
– Cutting fruit into halves and quarters.
– Adding and subtracting objects.
Personal Development/
Health/ Physical Education
HSIE (History & Geography)
Creative Arts
Science and Technology
Students explore the places they live in and belong to. They examine their home as a special place and learn about their own history and that of their family. They develop an understanding of what makes a place special and how this may differ for different people over time. Students build on their knowledge and understanding of how the past is different from the present and how their family has changed. Students learn about the importance of looking after places and explore how the location of places can be represented.
TERM 1: HISTORY & GEOGRAPHY
MY PLACE MY HISTORY
TERM 1: SCIENCE & TECHNOLOGY
ON THE MOVE
In this unit students develop an understanding of how things move. They explore the push and pull forces they can use to move objects in ways such as sliding, bouncing and spinning. Through investigations, students observe and gather evidence about rolling objects and explore the idea of fair testing. Students learn to understand that everything in our universe is moving and changing and this depends of a variety of factors, including their size and shape. Movement and change are concepts that we need to understand to make sense of the world around us. They are linked to concepts of energy and force.
OVERVIEW TERM 1: PDHPE
Physical Education
Monday and Wednesday Fitness
Each class goes outside for 20
minutes of fitness with the rest of the school.
Friday Sport
Each class goes outside for an hour of sport.
OVERVIEW TERM 1: CREATIVE ARTS
Based on THE VERY HUNGRY CATERPILLAR. STUDENTS EXPLORE ASPECTS OF • Dance: perform dances using control of body movement and expression • Drama: imaginative play by taking basic roles from the story. • Music: perform music using body percussion and self made sounds by activities
that involve moving and playing, demonstrating an awareness of muscial concepts.
• Visual Arts: Make simple pictures and experiments with a range of media such as pencils, crayons and paint.
Homework is based on current
class work Due each week on a
Friday.
Homework will incorporate Literacy and Numeracy and a
news topic to be presented to the class.
Homework is issued on a
Monday each week.
Sight word Booklet NEWS
Home reading Matific & Mathletics
Literacy Planet
SIGHT WORD BOOKLET
TO BE COMPLETED EVERY WEEK IN PENCIL
HOME READING • 1 new book • 1 book that has been
previously read. • Make sure that titles of books
have been written on log sheet.
• Mark A-E on log to communicate how your child has read that day.
• Home Reading folder to come to school every day MON-FRI.
• Home Reading folder stays over the weekend.
NEWS: LISTENING & SPEAKING
• NEWS IS JUST AS IMPORTANT AS READING AND WRITING AS IT TARGETS LISTENING AND SPEAKING.
• IF NEWS IS NOT PREPARED STUDENTS SHOULD STILL MAKE AN ATTEMPT.
ONLINE PROGRAMS:
LITERACY PLANET, MATHLETICS & MATIFIC
• Students will be given their passwords this week and will be in their home reading folders.
• Every week tasks will be assigned for each student on Literacy Planet, Mathletics and Matific.
HOW YOU CAN HELP THROUGHOUT THE YEAR…
Please help us by ensuring your child comes to school in
full school uniform and on time.
Each Friday your child is to wear their sports uniform
for Sport.
Each child needs to wear a hat everyday. It is an
expectation under the schools SAFETY core value.
CLASSROOM SUPPLIES NEEDED:
Paint Shirts
• Tissue Boxes
• Hand Soap
Reminder: Each child needs to bring in a box of tissues
for class use.
OUR Core Values
Respect Responsibility Care
Each class has a class set of awards and are distributed weekly.
Rewards are reset each semester, ie Term 1 and Term 3. It is expected that all students receive 1 Core Value Award, many students will receive 2 awards and a few will receive 3.
Merit Award System
10 class awards receive a Core Value Award
Core Value Award presented
at Assembly
3 Core Value Awards = Morning Tea with Principal
Reports sent home at the end of Term 2 and 4
Cross Country Carnival 28th March 2017
Athletics Carnival 22nd June 2017
DATES FOR YOUR DIARY
Organisational Matters
• Arrival to school and morning routines
• Afternoon pick up – Bus
• Birthday cakes
• Class timetable
Monday Tuesday Wednesday Thursday Friday
Fitness 11.20am-
11.40am
Scripture 9:30-10:00
Ethics 9:30-10:00
Assembly 2.20pm -3.00pm
Fitness 11.20am-
11.40am
LIBRARY
Sport
CLASSROOM ORGANISATION
SCHOOL INFORMATION
Absent Day and Late notes
Please provide a note if your child has been away from school. Late notes need to have a reason for lateness and to be signed and dated. These should be brought in within 3 days.
Late arrival / early leave
Please sign your child in/out at the office. This is a legal requirement.
Payments for excursions, events etc.
Put money in a school envelope sealed with all details filled out on the front. Staple permission notes to the outside of the envelope.
School Newsletter
Sent via email every second Thursday
Skoolbag
Updates sent on a regular basis
Social Media
Follow Maroubra Bay Public School on Facebook and Instagram
Assemblies
Tuesdays 2.20pm-3.00pm
Check the newsletter to find out which class is hosting the assembly each week.
Be informed! Read ALL notes sent home and check your emails every Thursday for the Newsletter!
COMMUNICATION
Publishing your child’s work and photo
Parental permission is needed to publish your child’s work and/or
photo in the bulletin and on the internet (school website only). Fill out
the note provided and return ASAP.
CLASS PARENT PROGRAM
Role of the Class Parent is to provide additional communication
between school and home via email for events e.g. excursion
information, discos, fundraisers, reminders etc. – we are updating this
process and will keep you informed.
The Staff Car parks are for staff only. Please do not use them or
enter/exit the school from them.
COMMUNICATION
CONTACT PROCEDURES Concern/Question/Information Appropriate Contact
Academic progress of child Arrange interview with class teacher. Any referrals to the school learning and support
team must go through the class teacher.
Welfare of own child Arrange interview with class teacher.
Health issues - minor Notify class teacher in writing.
Health issues - more serious Arrange interview with deputy principal or principal. Develop health care plan with class
teacher and deputy principal or principal.
Administering of medication at school Complete and sign form provided at the office. Medication to be provided in
original packaging. Advice from a medical doctor may also be required.
Custody/Court Orders Arrange interview with principal; provide copy of orders.
Change of address or emergency contact details Contact office staff and provide proof if required.
Notify class teacher.
Explanation of absence Explanation in writing to class teacher.
Application for exemption (leave longer than 20 days) Collect form from office and return to the principal for approval.
Child leaving the school Notify the class teacher and the school office
Behaviour or actions of a student other than your own child (in
class) Contact your child's class teacher.
If there are any issues or concerns you have regarding
your child the best form of contact would be to
Arrange a face to face meeting before or after school.
Arrange a time in which I can call your phone before
or after school.
Either come and see us, call the school or write a note
and give it to your child to give to me to organise a time
to meet regarding concerns.
CONTACTING US REGARDING CONCERNS
OR ISSUES
Best Start
Kindergarten Assessment
Information for Parents
• continues the strong school entry assessment practice of effective teachers
• Allows teachers to identify students’
literacy and numeracy skills and understandings at school entry
The Best Start Kindergarten Assessment:
Who is involved?
All Kindergarten students in public schools.
What are students asked to do during the
Best Start Literacy Assessment?
Teachers ask a series of questions to
gather information about children’s early
literacy knowledge.
What is the Assessment for?
• To provide information that supports teachers in
meeting students’ individual learning needs;
• To provide parents and caregivers with feedback
on what their child can do, and how they can
best support their child’s learning; and
• To assist the monitoring of student learning
throughout the school years.
How is the data recorded and
analysed? Software will assist teachers to record and
analyse data to
• support teaching and learning
• provide feedback and practical advice to
parents and caregivers.
What are the critical aspects of literacy that
are assessed?
Reading texts Writing
Speaking Comprehension
Concepts about print Phonics
Phonemic Awareness
For example:
To assess a child’s understanding of a
text read to them, the teacher may ask
the student to retell what happened in
the story in their own words.
What are the critical aspects of numeracy to
be assessed?
• Counting (numeral recognition and forward
number word sequences)
• Counting as a problem solving process
• Pattern recognition
For example:
To see how far a child can correctly
count, the teacher may ask them to
start counting.
The child will be asked to stop when the
teacher gets a sense of how well they can count.
Best Start website
• For further information:
http://www.curriculumsupport.education.ns
• w.gov.au/beststart/index.htm
·.e:>).:
P L A N Kindergarten Assessment
In Llterac) Ideas to uae at home
Reading texts Attempts to read words m simple
books or words he/she can see
around them. e.g 1n signs ,at
shopping centres Tells a story based on pictures or names pictures when trying to read a book
At the supermarket or on outings talk about words • their look. sound and meaning Point to and readlabels on packets/products Share books with your child Encourage him/her to JO'" 1n as you read
Comprehension Can retell a story 1n a
sequence thatincludes a beginning. middle and end Is able to recall many details
from illustrations tn a story book
After reading a storyor watching a film. talk about the beginning. middle and the end. Encourage your child to notice how characters
behave/change as the story/film progresses Talk with your child about why the author/illustrator has used particular features. e g Why are dark colours used in the picture? How does this picture help us to understand the story better?
Aspects of writing Attempts to write his/her name
with one or two letters correct Tnes to wnte using letters or marks
Encourage name writing as a fun act1v1ty, e.g finger pa1n11ng on butchefs paper writing 1n dirt. painting with a wet paintbrush. etc.
Wnte a word then ask your child to trace over the word Then encourage your childto copy the word onto a sheet of paper.
Aspects of speaking Uses
some extended sentences
when speaking Cons1stendy speaks m a clear and confident wav
After reading a story, encourage your childlo discuss the events,
characters etc. Ask hun/her to explain why things happened or how
characters felt Tell your childan ending for a story Ask your child to provide a surtae tv.ninn1no and middle for the storv
Phonics Names someletters m words
Says the sounds for one letter m a word
l
Use magazines or unk mailfrom yourletterbox. Ask your child to find letters that they can name. Help your child to name three new letters
Use words from signs and posters to talk about the sounds that etters make
Phonemic awaraness
Can sometimes identify
rhyming words
Can sometimesidentify words
that start with the same initial
sound
Read books to your childthat have rhyming words inthem Encourage your child to JO'" 1n reading the words that rhyme. Play ISpy with your child That 1s. say, Ispy with my hltle eye something that starts with /pl. Can you guess what 1t is? Your chId
tnes to guess the thing that begins with the sound
Concepts about print Can point to the first word to read ina sentence or
story Identifies a word. a letter
and whenpromped. identifies
capitalletters
Encourage your child to use their finger or another pointer of some
sortlo follow a story as you read to them.
Use plasllcletterslo match capital tellers with lower case tellers Wnte
sentences using magnetic lettersleaving off capilal letters
and ful stops Ask your child to add the capital letters and full stops
Explains what your child can do upon school entry.
Some examples of ideas to use at home to best support your child in moving forward in the learning process.
LITERACY
- :"(..:.)..:
P L A N Kindergar ten Assessment
Clu s : K M
Dear PantntslCaregivers
This enn your child took part 1n the Best Stan K1nderganen Assessment
The le8chet' obseflled your child individual ly completing a range of speaaUy designed tasks IOguide ongoi n g literacy and numeracy plann ng for teaching
The following pages containinformation about what the teacher has leamed about your child
We have also included some ideas for how you can assist your child's leam1ng at home
In keeping with our usual practice, you are very welcome to discuss this feedback with your chlld s teacher
Pnnapal
In Nunwnc:v, Nlc:a Ideas to UH at home
Counting sequenc:n •
Forward number -ci sequenc:a Correctly counts from 1to 10 Counts from 1to find the
number that comes after a 1given number from 1to 10
Start from the number 1O andcount forwards and backwards as you and your ch ld throw a baU to eachother Count the number of foot steps from the front door IO your letter box or a similar location
Counting Hquenc:es • NumenilIdentification
Recognises numerals from 1 to
10
Read the numbers on a dock face.
Play games where your child has to match a number to a collection of
more than ten things
Early artthmetlc:al stnitegln Says a
number word for each object
when counting and knows that
the last number word is the total
amount Correctly adds two groups
of objects and subtracts objects
from a group
Count the number of eggs m a carton and againafter some have
been removed
Use empty plastic bottles and a baH to make a game of sk !ties Let
your child arrange the bottles and encourage your child to ton you how
many bottles were knocked down and how many are sull standing after
each bowl
P.U.mand number structure ua.groups of obiects to
creete......,.., oattems
Ask your child to make a pattern where each part consists of two or
more objects Ask your child to descnbe the pattern to you
Explains what your child can do upon school entry.
Some examples of ideas to use at home to best support your child in moving forward in the learning process.
NUMERACY
It is important that we work together to ensure that your child reaches his/her full potential.
If you have any questions or concerns please do not hesitate to contact us to arrange an appointment.
THANK YOU FOR ATTENDING