1 a curriculum night presentation 2014 2015
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Welcome to Grade 1A
Curriculum Night!
This Evening’s Overview:
About the Teacher and Assistant
Grade 1 Programme- U.O. I., Literacy, Math
Routines/Expectations
Home Learning
Surfing the Blog
Miscellaneous/This and That
Questions
Who is Ms. Shelley Arnold?
Who is Mr. Thomas?
What’s so great about grade
one?
The Homeroom Programme
Inquiry-Based Education/Units of Inquiry
Literacy (reading, writing, grammar,
spelling, oral communication)
Mathematics
What is an Inquiry-Based Education all
about?
“The unexamined life is not worth living” -Socrates
We guide student to learn through exposure, asking
questions, and posing problems.
We encourage children to wonder, explore, discover,
examine, analyse, and create the truth for themselves.
We teach children not only answer the questions they are
given, but to question the answers they are given as well.
Curiosity is the “springboard” to all learning.
All subjects are taught with an approach that encourages
students to look at their world with a critical eye that allows
them to understand and want to take action to learn even
more!
The Inquiry Cycle
Units of Inquiry
Who We Are
Relationships
How We Organize
Ourselves
Decision Making
Strategies
Where We Are In
Place and Time
Tools used to explore the
world
How The World Works
Animal Characteristics
and Survival
How We Express
Ourselves
Interpreting and
communicating through
art
Sharing The Planet
Water as a resource
Tex
t
Literacy
Oral Communication: Listening & Speaking-
discussion, participation, Reader’s Theater, etc.
Reading: Reading at independent and instructional
levels, reading for pleasure, learning, research, etc.
Writing: Writing through genres, writing through the
curriculum, writing for pleasure, etc.
Embedded into the literacy curriculum are spelling
and grammar studies.
A Balanced Approach to Reading
Learning to
Enjoy Reading-literature centers
-shared reading
-free choice
reading
-Reader’s
Theater
Learning
Through
Reading-research during
units of inquiry
Learning About
Reading - decoding strategies
-comprehension strategies
-gaining fluency
-guided reading groups
Reading: An Individualized Approach
Leveled Reading Groups
*How are the groups made?
*How are the reading groups structured?
*How do students moved through the levels and
at what pace?
*Do I have different goals/expectations for each
group?
Reading: Quantity vs. Quality???
*Students are encouraged to read deeply, often, and within a
variety of genres.
*Reading for QUANTITY includes racing through books to
show speed or word recognition.
*During QUALITY reading your child shows ACCURACY,
FLUENCY, EXPRESSION, and COMPREHENSION.
*The purposes of reading are to gain knowledge or enjoyment.
This can be achieved when you make sure that your child is
reading text that is appropriate and understandable.
Let’s first have a look at what it means to read for QUANTITY
rather than QUALITY….
An excerpt from Othello by William
Shakespeare
“Were I the Moor, I would not be Iago! In
following him I follow but myself; Heaven
is my judge, not I for love and duty, but
seeming so for my peculiar end. For
when my outward action doth
demonstrate The native act and figure of
my heart! In compliment extern, ’tis not
long after. But I will wear my heart upon
my sleeve. For daws to peck at. I am not
what I am.”
Now let’s see what it means to read for QUALITY rather than QUANTITY….
Bloom’s Taxonomy
Dr. Benjamin Bloom-Educational Psychologist, Dr. Benjamin Bloom believed that education should focus
on 'mastery' of subjects and the promotion of higher forms of thinking, rather than a
utilitarian approach to simply transferring facts. Bloom demonstrated decades ago
that most teaching tended to be focused on fact-transfer and information recall - the
lowest level of training - rather than true meaningful personal development.
Dr. Bloom said that cognitive development occurs at 6 different
domains:
Let me show you an example!!!
Green Eggs and Ham -by Dr. Seuss (AKA: The best selling children’s author
ever!)
REMEMBERING Question: What was the food on
the plate? Who was carrying it?
UNDERSTANDING Question: What do you think
would have
happened if Sam asked him to try them in a school?
APPLYING Question: Has this situation ever
happened to
you or someone you know? Tell me about it.
Green Eggs and Ham (continued)ANALYZING Question: How would this story have
been
different if Sam was offering say...chocolate cake?
What was
the turning point in the story? Why did this occur?
EVALUATING Question: How would you have
handled the situation if you were Sam? What about if
you were the other character? How do you know when
to give in to someone’s else plea and when to use your
own judgement?
CREATING Question: Can you think of a way to
persuade someone to do something they didn’t want to
Reading to your child is just as
important!
This would be a great opportunity to explore
higher level comprehension during reading.
Children need to hear how reading SHOULD
sound.
It allows children to focus on comprehension and
enjoyment when they listen to you read, rather
than a possible struggle through the text.
Balanced Approach to Writing
Learning About
Writing-text types, conventions,
spelling
word patterns, grammar
Learning to
Enjoy Writing-journal writing,
free writing, emails,
letters, cards
Learning
Through
Writing-writing during units of
inquiry (note-taking,
written responses and
reflections)
What we look for in your child’s writing
Correct formation of letters (capital and lower case)
Letters written ON the lines
Spacing between words
Complete sentences: (capital letter, punctuation, naming part,
telling part)
Correct grammar
Spelling (semi-correct with phonetic effort)
Added details
Expression of ideas that make sense and flow together
Writing Genres for Grade
One:
*Sentence Construction
*Recount Writing
*Narrative Writing
*Poetry Writing
*Procedural Writing
*Report Writing
A writing sample
from the beginning
of the year
This is a piece of
writing by the
same child
towards the end
of the year!
The ideas make
sense and flow.
The student is
using some
conventions and
spelling many
words correctly.
MathematicsHow do we learn math?
-Calendar Math: Daily (or semi-daily)reinforcement and
pre-exposure to math skills
- Using Manipulatives: Recent research shows that
learning
mathematics requires an active learning process in which
students build meaning through interaction with manipulatives
and conversations with others.
-Small and Whole Groups: Students together as a
whole
class to learn concepts as well as working in small leveled
groups
for reinforcement and practice.
-Learning Centers: Students rotate through games and
How do students gain a good understanding of math?
Constructing
Meaning- Sharing prior
knowledge, using manipulatives to
show what is known, asking questions
for inquiry, goal setting, active learning
Transferring
Meaning- Transferring
understanding into symbols, making
connections, reflecting, using
mathematical vocabulary
Applying with
Understanding- practical
hands-on applications, problem
solving, investigations, presenting new
mathematical knowledge
Learning Math model
Why is following this model important?To gain true
understanding, one
must start from the
beginning…
Only learning short
cuts never lead to
proper math
comprehension.
Even and odd
example…
What do we look for to assess mathematical
understanding?
Oral communication of strategies
Written/pictorial demonstration
Physical demonstration
Application in real word problems
Here’s an example!
http://www.showme.com/sh/?h=bzlLk
Ya
Mathematics Strands
Data-handling: statistics & probability (collect data,
sort, graph, use language of probability)
Measurement (compare and measure length, mass,
capacity using non-standard units, compare lengths of
time, read time to the hour)Shape and Space (identify and describe 2D and 3D
shapes, follow directions, identify symmetrical
patterns) Pattern and Function (describe, continue, create and
compare patterns, model the relationship between
addition and subtraction)
Number (read, write, estimate, count, compare and
order numbers, select methods for solving problems)
How are all these skills taught each
day?
Units of Inquiry are mainly taught within a whole group
setting.
Literacy and Math are taught within whole and small
groups.
Students rotate through direct instruction, independent
practice, and learning centers.
Learning centers are a fun, interactive way for students
to reinforce and practice skills.
Routines/Expectations
-Balance of structure, independence, and inquiry
-Participation and best effort
- High Expectations:“Aim for the moon, even if you miss
you’ll still land among the stars!”-W. Clement Stone
-A positive contribution to the classroom
Home Learning
Students are expected to complete nightly reading including,
but not limited to, an assigned book from school.
Each week starting in October, students are expected to
complete the Problem of the Week to strengthen math skills.
Students may keep a daily journal at home to encourage
writing practice.
Students may log onto Raz-Kids, StudyLadder, or the other
websites designed to help them improve their literacy and
math skills.
Any other skills that may need reinforcement at home will be
communicated by Ms. Arnold.
How else can you help at home?
Be sure to promote responsibility and a proactive, positive
attitude about school in your child.
Check the blog for up-to-date information about the teaching
and learning programme and things you can do at home.
Check your child’s diary and folder each day.
Develop your child’s independence.
Celebrate your child’s successes, encourage tenacity through
failures, focus positively on his/her strengths AND
weaknesses.
Promote being a life long learner by being a model yourself!
Let’s surf the Blog!
http://sites.cdnis.edu.hk/teachers/she
lleyarnold/
Miscellaneous/This and
That!
-Spotlight and Assemblies: Dec. 8th and Feb. 6th
-Birthdays
-Shoes, hats, and label all belongings
-Parent involvement
-Class parent
-Any questions?
Thank you for coming to
Curriculum Night!
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