elementary little lions · the primary years program is an inquiry based, transdisciplinary...
TRANSCRIPT
AISA Elementary in a
nutshell
Approximately 710
students from 3-
year-olds to 12-
year-olds
2 classes 0f K (3-
year-olds
4 classes each of
K1 and K2 (4 and
5-year olds)
5 classes in each
grade from 1-5
To follow...
-The PYP and our
program of inquiry
-Literacy
-Arts. Technology,
P.E.
-After School
Academy
-AISA Elementary
Sports
-Services from the
Student Support
Team
AISA was established in 1995 to
provide a high-quality American
education to both expatriate and U.A.E.
students. It is accredited by both the
Council of International Schools and the
U.S. Middle States Association of
Schools. In 2004 it was authorized by
the International Baccalaureate to
provide the Primary Years Program,
the first school authorized in Abu Dhabi.
Our curriculum is aligned with
the U.S. Common Core Standards in
English Language Arts and
Mathematics. Everyday Math is the
math program; our literacy blocks
follow the Lucy Calkins’ Reader’s and
Writer’s Workshop from Columbia
University’s Teachers College. All curricular subjects are connected as
much as possible to the PYP’s six transdisciplinary themes in our units of
inquiry.
Homeroom teachers are responsible for teaching
all of the units of inquiry as well as the math and
English language arts. Specialist teachers are hired to
complete our program. Children attend Arabic daily.
Muslim children also receive instruction in Islamic
Studies and Arabic Social Studies. Each grade has
P.E., Technology and the Arts weekly.
Established in 1995—one of 8 schools owned and
managed by the Educational Services Overseas Ltd.
AISA ’ s M i s s i on : C r ea t i ng
i n t e rna t i ona l l y -m inded s t udent s who
a r e i ndependent l e a rne r s . . .
American International School in Abu Dhabi
2013-14
Elementary Little Lions
Principal Mary Pittman-Jones
Appreciation being thankful for something
and showing it
Commitment finishing what you start and
not giving up
Confidence feeling confident in your
ability as a learner, having
the courage to take risks,
applying what you have
learned, and making
appropriate decisions and
choices
Cooperation working together; sharing
and helping
Creativity using ideas in different ways
Curiosity being curious about the
nature of learning, about the
world, its people and
cultures
Empathy imagining yourself in
another’s situation in order
to understand his or her
reasoning and emotions
Enthusiasm enjoying learning and
willingly putting effort into
the process Independence thinking and acting
independently, making your
own judgements and
being able to defend them
Integrity being honest, always telling
the truth
Respect being polite and kind to
yourself and others by being
considerate and courteous
Tolerance being sensitive about
differences and diversity in
the world and being
responsive to the
needs of others
ATTITUDES
The Primary Years Program is an inquiry based, transdisciplinary
learning program designed by the International Baccalaureate
Organization for 3-12 year olds. The foundation of IB programs is the
Learner Profile, a list of attributes that are deemed essential for
becoming international minded lifelong learners. Along with the
Learner Profile there are 5 essential elements of the PYP: Knowledge,
Concepts, Skills, Attitudes, and Action. Below is a brief description of
each of these essential elements.
Balanced understanding how important it is
to balance learning time, playing
time and feelings
Caring caring about and respecting the
needs and feeling of others
Communicator understanding and expressing ideas
and information; working in a group
Inquirer being curious and finding out about
all kinds of things
Knowledgeable exploring ideas and develop
understandings in many subjects
Open-Minded understanding and appreciating your
own culture and the culture of others
Principled being fair and honest with
myself and others Reflective
thinking back to what was
learned and how you could do
better next time
Risk-taker being brave and independent and
exploring new things
Thinker using a ‘thinking cap’ and solve
problems creatively
LEARNER
PROFILE
AISA Elementary Primary Years Program
ACTION How can you use
your learning?
Social - accepting responsibility,
respecting others, cooperation,
conflict resolution, group decision
making, adopting a variety of roles
Communication - listening,
speaking, reading, writing, viewing,
Presenting, non-verbal communication
Thinking - acquiring knowledge,
comprehension, application, analysis, synthesis,
evaluation, dialectical thought, metacognition
Research - questions, observing, planning,
collecting data, recording data, organizing
data, interpreting data, presenting research
Self-management - gross and fine motor skills, spatial awareness,
organization, time management,
safety, healthy lifestyle, codes
of behavior, informed
choices
SKILLS Transdisciplinary
Themes: Who We Are
Where We Are In Place and Time
How We Express Ourselves
How the World Works
How We Organize Ourselves
Sharing the Plannet
Content Areas: Languages
Mathematics
Science
Social Studies
Arts
Physical, Social and
Personal Education
K NOWL EDGE
CONCEPTS
Form - What is it like?
Function - How does it work?
Causation - Why is it like it is?
Change - How is it changing?
Connection - How is it connected to other things?
Perspective - What are the points of view?
Responsibility - What is our responsibility?
Reflection - How do we know?
Throughout the year there
will be parent mornings and
afternoons hosted by
Sabrina Sambola, AISA’s
PYP coordinator, to share
more information about the
PYP. If you have any
questions, feel free to
contact Sabrina at
02 4444 333 or at
American International School in Abu Dhabi
PROGRAM OF INQUIRY 2013-2014
An Inquiry into:
Who We Are An Inquiry into:
Where We Are
in Place & Time
An Inquiry into:
How We
Express
Ourselves
An Inquiry into: How the World
Works
An Inquiry into:
How We
Organize
Ourselves
An Inquiry into:
Sharing the
Planet
An exploration of the nature of
the self; of our beliefs and
values; of personal, physical,
mental, social and spiritual
health; of our families, friends,
communities and cultures; of
our rights and responsibilities; of
what it means to be human.
An exploration of our
orientation in place and time;
of our personal histories; of
history and geography from
local and global perspectives;
of our homes and journeys; of
the discoveries, explorations
and migrations of humankind;
of the contributions of
individuals and civilizations.
An exploration of the ways in
which we discover and express
our nature, ideas, feelings,
beliefs and values through
language and the arts.
An exploration of the physical
and material world; of natural
and human-made
phenomena; of the world of
science and technology.
An exploration of human
systems and communities; of
the world of work, its nature
and its value; of employment
and unemployment and their
impact.
An exploration of our rights and
responsibilities as we try to
share finite resources with other
people, with other living things;
of communities and of the
relationships within and
between them.
Pre-
School
I Did It Myself!
Concepts: Form,
Function & Change
Related Concepts:
Similarities &
Differences and
Growth
Subject focus: Science
& PSPE & Math
Central Idea:
Becoming
independent is a part
of growing up.
An Inquiry into:
what we look like
words we use for
doing things.
different body
shapes (tall, short,
fat, thin)
babies compared to
early childhood
learners.
Nursery Rhymes
Concepts: Form,
Connection &
Reflection
Related Concepts:
Characteristics &
Patterns
Subject focus:
Language & Arts
Central Idea
Rhyme and rhythms
help us to learn
language.
An Inquiry into:
the story of a rhyme
sequencing of
events
words we use in
rhymes
Jump Into Spring
Concepts: Form,
Change & Reflection
Related Concepts:
Cycles & Observations
Subject focus: Science
& Social Studies
Central Idea
Living things change.
An Inquiry into:
plants and baby
animals
how they change
the way we care for
them
Splish Splash
Concepts: Form,
Function &
Responsibility
Related Concepts:
Roles & Values
Subject focus: PSPE &
Language
Central Idea
Water is necessary in
our daily lives
An Inquiry into:
when we use water
water manners
saving water
KG-1
Who I Am
Concepts: Form,
Change & Reflection
Related Concepts:
Similarities &
Differences and
Growth
Subject Focus
PSPE & Language
Central Idea
Every day I can learn
about who I am and
what I can do.
An Inquiry into:
my physical
characteristics
what I can do
my feelings, likes,
and dislikes
how I am growing
and changing
Learning through Play Is
Fun
Concepts: Function &
Connection
Related Concepts:
Roles & Relationships
Subject Focus
Arts & PSPE
Central Idea
People use play and
different materials to
express their feelings
and ideas.
An Inquiry into:
communicating
through play
imaginative use of
every day materials
and objects
games and toys
Earth & Sky: Wondering
Why
Concepts: Form,
Change & Connection
Related Concepts:
Cycles & Patterns
Subject Focus
Science & Math
Central Idea
Earth and sky affect our
daily lives.
An Inquiry into:
light sources
why there is day and
night
seasons and
weather
School Days Concepts: Form,
Function & Connection
Related Concepts:
Structure &
Interdependence
Subject Focus
Language & Math
Central Idea
School is where we
learn, develop and
grow.
An Inquiry into:
what makes a school
rooms we can find in
a school
the people who
work in a school
Animals & Us
Concepts: Form,
Connection &
Responsibility
Related Concepts:
Rights & Relationships
Subject Focus
Science & Social
Studies
Central Idea
People and animals
impact each other.
An Inquiry into
how animals help us
why we need
animals
how we care for
animals
KG-2
Fabulous Five
Concepts: Form,
Function & Connection
Related Concepts:
Roles & Systems
Subject Focus
Science & PSPE
Central Idea
We use our senses to
understand and
explore the world
around us.
An Inquiry into:
the five senses
how we use our
senses
differences amongst
people’s sensory
abilities
Hand in Hand
Concepts: Change,
Perspective &
Reflection
Related Concepts:
Similarities &
Differences and
Relationships
Subject Focus
Social Studies &
Language
Central Idea
Exploring our friends’
cultures helps us
understand our world.
An Inquiry into:
countries and
cultures we come
from
traditional food,
games and dress
songs and
celebrations
respect for others
Everyone Has a Story to
Tell
Concepts: Function,
Causation, Reflection
Related Concepts:
Interpretation &
Sequence
Subject Focus
Arts & Language
Central Idea
Stories are a way to
share ideas and
feelings.
An Inquiry into:
our favorite stories
the structure of a
story
ways to share our
own stories
What Can We Make
with This?
Concepts: Function,
Change & Perspective
Related Concepts:
Transformation &
Opinion
Subject Focus
Arts & Science & Math
Central Idea
Materials can be used
to make many things.
An Inquiry into:
properties of
different materials
a selection of
materials to use
using materials with
imagination
School Is Cool
Concepts: Causation,
Connection &
responsibility
Related Concepts:
Behavior &
Consequences
Subject Focus
Social Studies & PSPE
Central Idea
Rules make our school
a safe place to learn.
An Inquiry into:
the importance of
rules in the school
community
characteristics of a
responsible and
cooperative
classroom friend
people who keep us
safe at school
Sea World
Concepts: Form,
Perspective &
Responsibility
Related Concepts:
Values, Initiatives &
Patterns
Subject Focus
Science & Math
Central Idea
The sea world is a vital
part of our planet.
An Inquiry into:
characteristics and
needs of some
ocean animals
the importance of
the sea
our responsibility for
our oceans
AISA PROGRAMME OF INQUIRY 2012-2013
An Inquiry into:
Who We Are An Inquiry into:
Where We Are in
Place & Time
An Inquiry into:
How We
Express
Ourselves
An Inquiry into: How the World
Works
An Inquiry into:
How We
Organize
Ourselves
An Inquiry into:
Sharing the
Planet
1
Me and My World
Concepts: Causation,
Perspective &
Responsibility
Related Concepts:
Values &
Relationships
Subject Focus
PSPE & Language
Central Idea
We have an impact
on ourselves and the
world around us.
An Inquiry into:
who I am in my
world
the consequences
of choices I make
what I need to do
to remain healthy
Homes
Concepts: Form,
Causation & Connection
Related Concepts:
Similarities & Differences
and Structure
Subject Focus: Social
Studies & Math
Central Idea
The environment and
climate have an impact
on how people's homes
and civilizations are built
over time.
An Inquiry into: people's food,
clothing, homes and
recreation
environmental
circumstances that
determine where and
how people live
how homes and
communities are the
same and different
throughout the world
Imagination
Concepts:
Connection,
Perspective &
Reflection
Related Concepts:
Purpose &
Interpretation
Subject Focus
Arts & Language
Central Idea
Stories are told
through the arts.
An Inquiry into:
the purpose of a
story
how artists have
different
perspectives
how stories told
through the arts
make you feel
how stories can be
told through
different media
New Beginnings
Concepts: Connection,
Function & Change
Related Concepts:
Growth & Roles
Subject Focus
Science & Math
Central Idea
All living things go
through a process of
change and depend on
one another in order to
survive.
An Inquiry into:
developmental stages
of various living things
needs of living things
how living things
depend on each
other
actions that benefit
living things
Get Ready, Get Set, Go!
Concepts: Function,
Causation & Connection
Related Concepts:
Networks & Mapping
Subject Focus
Social Studies & PSPE
Central Idea
Transportation systems
and organizations
connect people locally
and globally.
An Inquiry into:
how to reach different
destinations in the
world
different reasons why
people use transport
how types of
transports are related
to the needs of a
community
using a variety of
systems to
communicate
What a Waste!
Concepts: Function,
Causation &
Responsibility
Related Concepts:
Systems &
Interdependence
Subject Focus
Science & Language
Central Idea
Human interaction with
the environment can
affect the balance of
the resources on the
Earth.
An Inquiry into:
renewable and non-
renewable resources
reducing – reusing -
recycling
issues that harm the
environment
how we can make a
difference
2
Getting Along
Concepts:
Perspective,
Responsibility, &
Reflection
Related Concepts:
Similarities &
Differences and
Conflict Resolution
Subject Focus
PSPE & Social Studies
Central Idea
Respecting
differences in others
helps us get along.
An Inquiry into:
how people are
different and
similar and how to
respect differences
in others
how differences
can lead to
conflict and how
conflict can be
resolved
how to work
effectively in a
group setting
Communities in Action
Concepts: Change,
Connection &
Responsibility
Related Concepts:
Interdependence &
Citizenship
Subject Focus
Social Studies & PSPE
Central Idea
When people cooperate
they can improve their
communities.
An Inquiry into:
people who make up
our community
important roles that
help all people in the
community
how we rely on all
members of our
community
how we can work
together to improve
our community
Got Books!
Concepts: Form,
Function &
Perspective
Related Concepts:
Structure &
Interpretation
Subject Focus
Language & Arts
Central Idea
Authors and
illustrators express
themselves in a
variety of ways.
An Inquiry into
differences
between fiction
and non-fiction
books
different genres
and the purposes
of books
a variety of media
used in visuals to
express ideas or
information
What’s the Matter?
Concepts: Form,
Function, Change,
Causation
Related Concepts:
Subject Focus
Science & Math
Central Idea
Everything on Earth is
made of matter and the
form of matter can
change.
An Inquiry into:
solids, liquids, gas
(form)
properties of matter
(function)
changes in matter
(change, causation)
how solids, liquids,
and gases are alike
and different
Farm to Fork
Concepts: Function,
Change & Connection
Related Concepts:
Sequence &
Relationships
Subject Focus
Science & Social Studies
Central Idea
People connect locally
and globally to meet
their needs for food.
An Inquiry into:
foods we eat
steps involved in
processing familiar
foods
foods produced by a
variety of countries in
order to meet our
needs
how foods are locally
and globally
transported
Choices for Change
Concepts: Change,
Causation & Reflection
Related Concepts:
Consequences &
Endangered Species
Subject Focus
Science & Math
Central Idea
Our choices affect the
survival of the animals
who share our planet.
An Inquiry into
classification of
animals
characteristics of
animal habitats
endangered species
and why they are
endangered
making a positive
change
3
Around the World
Concepts:
Connection,
Perspective &
Reflection
Related Concepts:
Beliefs, Traditions &
Behavior
Subject Focus
PSPE & Social Studies
Central Idea
Exploring other
cultures and the ways
people live allows us
to better understand
ourselves
An Inquiry into:
how the dance,
art, music, food,
and dress of a
culture influences
the way people
live
our cultural
dances, art, music,
food, and dress
compared to
others in the past
and in the present.
Far Out!
Concepts: Causation,
Change & Perspective
Related Concepts:
Impact &
Understandings
Subject Focus
Science & Social Studies
Central Idea
By understanding the
makeup of our own
Earth, we can better
understand the planets
around us.
An Inquiry into:
patterns and cycles
shape our Earth and
solar system
the movements of the
Earth and the Moon
Space Exploration
Sing and Act
Concepts:
Form, Responsibility &
Reflection
Related Concepts:
Interpretation &
Performances
Subject Focus
Arts & Language
Central Idea
Music, dance and
drama help us
express ourselves.
An Inquiry into:
the diverse ways
people express
themselves
vocal expressions
to portray different
characters through
music, dance and
drama
music, dance and
drama to explore
feelings and
emotions
characteristics of a
good audience
Gizmos and Gadgets
Concepts:
Form, Function &
Connection
Related Concepts:
Purpose & Forces
Subject Focus
Science & Math
Central Idea
Simple machines are
used for a variety of
purposes.
An Inquiry into:
different physical
forces
simple machines that
make work easier
the way simple
machines and
compound machines
work
considerations
needed to build both
simple and
compound machines
City Views
Concepts:
Causation, Connection
& Responsibility
Related Concepts:
Systems & Cities
Subject Focus
Social Studies & Math
Central Idea
Cities are organized to
make life easier
An Inquiry into:
maps of cities
elements of a city
(design of
architecture, parks,
bridges, mosques,
churches etc.)
our responsibilities as
citizens
Staying Alive
Concepts:
Form, Change &
Connection
Related Concepts:
Adaptation &
Consequences
Subject Focus
Science & Language
Central Idea
Over time, living things
need to adapt in order
to survive.
An Inquiry into:
the concept of
adaptation
the circumstances
that lead to
adaptation
the ways animals and
plants adapt to their
environment
AISA PROGRAMME OF INQUIRY 2013-2014
An Inquiry into:
Who We Are An Inquiry into:
Where We Are in
Place & Time
An Inquiry into:
How We
Express
Ourselves
An Inquiry into: How the World
Works
An Inquiry into:
How We
Organize
Ourselves
An Inquiry into:
Sharing the
Planet
4
Hip to Be Fit
Concepts: Function &
Perspective
Related Concepts:
Systems & Personal
Choices
Subject Focus
PSPE & Science
Central Idea
Healthy choices
affect our bodies in
different ways.
An Inquiry into:
* how physical
activity affects the
body
* the relationship
between muscular
and skeletal
systems
* the cardiovascular,
respiratory, and
digestive systems
a personal plan for
a healthy lifestyle
There to Here
Concepts: Causation,
Change & Perspective
Related Concepts:
Impact & Adaptation
Subject Focus
Social Studies &
Language
Central Idea
Human migration is a
response to challenges,
risks and opportunities.
An Inquiry into:
reasons why people
migrate
migration throughout
history
effects of migration on
communities, cultures,
and individuals
Let It Out!
Concepts: Form,
Connection &
Reflection
Related Concepts:
Subjectivity &
Interpretation
Subject Focus
Arts & PSPE
Central Idea
People use many
forms of visual
expressions to show
their uniqueness.
An Inquiry into
visual arts forms
expressing our
uniqueness through
visual arts
what visual art
means to people
I Like to Move It, Move It!
Concepts: Causation,
Connection, Reflection
Related Concepts:
Subject Focus
Science & Math
Central Idea
Laws of motion are
essential to
understanding the way
the universe is
connected.
An Inquiry into:
how understanding
the three laws helps to
explain the motion we
see everyday
The effect of force on
motion of objects in
the earth’s gravity
The scientific method
helps us examine
scientific theories and
draw conclusions
about the real world
Follow the Leader
Concepts: Function,
Responsibility & Form
Related Concepts: Rights
& Citizenship
Subject Focus
Social Studies &
Language
Central Idea
Authority and rules have
an impact on people
and the environment.
An Inquiry into:
how authorities make
a difference
how rules affect
people’s lives
how authorities
respond to problems
Drop around The Gulf
Concepts: Perspective,
Responsibility &
Reflection
Related Concepts: Ethics
& Conservation
Subject Focus
Science & Math
Central Idea
Our planet has a limited
amount of usable water
that needs to be
conserved.
An Inquiry into:
* where water
comes from
how human activity
has affected the
availability of usable
water
our responsibility for
water conservation
5
What’s Your Style?
Concepts:
Responsibility,
Function & Reflection
Related Concepts:
Responses & Learning
Styles
Subject Focus:
PSPE & Language
Central Idea
Understanding
different ways of
learning enables
people to respond to
their own learning
needs.
An Inquiry into:
form and function
of the brain
different learning
styles (multiple
intelligences)
how learning styles
impact the way we
learn
Let’s Go Exploring
Concepts: Form,
Change & Perspective
Related Concepts:
Motivation &
Imagination
Subject Focus:
Social Studies & Science
Central Idea Exploration
had led to important
discoveries. (main idea
being what motivates
people to discover and
explore)
An Inquiry into:
reasons for exploration
journeys, feelings and
attitudes of explorers
what we have
learned through
exploration
Tell Me a Tale
Concepts: Form,
Perspective &
Reflection
Related Concepts:
Values &
Communication
Subject Focus:
Arts & Language
Central Idea
Every culture has
stories to tell.
An Inquiry into:
what constitutes a
culture
different ways of
expressing cultural
stories
the way people
share their beliefs,
values and
traditions
the sharing of
cultural stories with
future generations
Catch a Wave!
Concepts: Form,
Function & Causation
Related Concepts:
Properties,
Consequences &
Structures
Subject Focus: Science
& Math
Central Idea
There are invisible forces
that impact the universe.
An Inquiry into:
how waves affect the
area surrounding
them
how waves interact
with their environment
the similarities and
differences between
different types of
waves
Exhibition
Concepts: All
Related Concepts:
Concerns, Organization
& Action
Subject Focus: PSPE,
Social Studies &
Language
Central Idea:
People organize
themselves to take
action.
An Inquiry into:
issues that are a
concern
how best we can
address the issue
the role we play in
taking action
Matter Matters
Concepts: Form,
Change & Connection
Related Concepts:
Consequences, Systems
& Interdependence
Subject Focus:
Science & Math
Central Idea
Changes in matter
affect the environment
and how people live.
An Inquiry into:
the nature of
chemical and
physical changes
the impact of science
on the world
nature, property and
state of matter
practical applications
and implications of
change in materials
Elementary Balanced Literacy
Teacher composes a variety of texts with students
Teacher models thinking as he or she writes
The students participate by listening to the teacher’s thought
process and then trying some strategies in order to help compose
the text
Shared writing helps students focus on using meaning and
structure in their writing
Students write independently, in pairs, and in small groups,
working towards publishing
Writing
Reading
Teacher reads aloud various types of text Teacher models his or her thinking aloud during the
reading Teacher may use a larger print text so children can
follow along and read aloud Students participate by listening to the text and the
teacher’s thinking strategies, and then trying some of them
Teachers lead guided reading groups and literature circles to encourage children to use the reading skills they have been taught
Word Work
Teacher uses various
strategies to teach phonics,
word attack strategies and
grammar to students
Mini-lesson
Work time
Students are working independently or
in partners.
Teachers are working one on one and
with small groups, teaching them
strategies that will improve the quality
of their reading and writing skills.
Share
Reader’s and Writer’s
Workshops
Contact me:
Elementary Literacy Coach
Chair of Student Support Services
Mrs Fay Martin
Email: [email protected]
Phone: (9712) 4444 333
SETTING THE STANDARDSETTING THE STANDARD
It’s not surprising that Everyday Mathematics lessons look different than the elementary math lessons you remember. They are different because they are better.
Think back to your elementary math lessons. You probably remember laboring over the memorization of multiplication tables and filling out endless worksheets. Everyday Mathematics was designed specifically to help children understand mathematics and learn to apply it, so they can be successful in our competitive workplace in careers rich in technology, problem solving and math knowledge
Here are some frequently asked questions that parents like you may have about why Everyday Mathematics is different from the math lessons of the past … and why that difference is good news.
Why does my child have to learn more than one way to solve a problem? Isn’t there only one right way?Many of us are surprised to learn that there are often several ways to arrive at the same answer. The methods for solving a problem are called algorithms. Everyday Mathematics teaches children alternative algorithms, or different ways to add, subtract, multiply and divide.
Why? Based on research from Everyday Mathematics’ authors, we know that giving students different options for performing math allows them to choose which works best for them. This is helpful for children at all levels, from gifted to struggling math students. The high achiever comes to understand math more deeply and learns problem-solving skills important for the workplace. Struggling students may find an alternative method that allows them to solve problems that they could not solve before.
Everyday Mathematics is based on convergent thinking. While traditional math classes only give students a surface understanding of concepts, Everyday Mathematics students are encouraged to combine approaches to get a better overall understanding.
How will my child learn math without spending a lot of time memorizing math facts? Students must know basic math facts, and Everyday Mathematics teaches them. But the process is different than the dull rote memorization from the past. Everyday Mathematics students master math by getting an understanding of basic facts and math skills, rather than simply memorizing numbers.
Understanding a math concept is much more powerful than simple memorization. Students learn the patterns of numbers, using number grids, number lines and other charts. They discover the relationships between addition and multiplication, between division and subtraction. Once they learn why steps are taken, rather than just memorizing those steps, they can extend their knowledge to much more involved problems.
Unlike traditional methods, Everyday Mathematics does not rely on “drill and kill” activities. Everyday Mathematics provides numerous alternatives to the rote recitation of basic facts, allowing students to not only memorize facts, but also to internalize what is being done. We don’t want children to just recite facts. We want them to be able to explain their reasons for their math work.
My child seems to be spending a lot of time playing games instead of learning from a book. Why is that? In Everyday Mathematics, short homework assignments and interactive games are an additional form of individual practice assignments. The time spent playing games very productive. The children are actively engaged, learning cooperatively and developing higher-order thinking skills, all while they think they are playing!
Be Confident with Everyday Mathematics: A Parent’s Guide
®
SETTING THE STANDARD
Everyday Mathematics was written for the teacher to guide students through math rather than for children to learn by reading a student text. Student materials were designed as supplements to increase their knowledge.
The pace seems too fast for my child to fully learn the lesson. Why does Everyday Mathematics move so fast?Everyday Mathematics was carefully paced to align with the latest research about how children learn. The approach is much more successful than the traditional method of teaching, re-teaching, and re-re-teaching until the entire class has mastered a topic before moving on. Concepts are revisited in new formats so the level of understanding grows over time.
Beyond improved understanding, this method helps students be more fully prepared for state testing. The National Council of Teachers of Mathematics breaks math content into five categories: 1) numbers and operations, 2) algebra, 3) geometry, 4) measurement, and 5) data analysis and probability. The pacing of Everyday Mathematics allows teachers to touch on each of these repeatedly, so students are exposed to all of them throughout the year.
Who created Everyday Mathematics? The University of Chicago School Mathematics Project (UCSMP) developed Everyday Mathematics as a result of collaborative efforts by researchers, mathematics educators, administrators and classroom teachers. The program has been in development for 20 years as these experts sought ways to help American children become more skilled in math.
Every grade of the program was developed, field tested in actual classrooms around the country for a year and then revised before it was published. The program has proven effective in school districts from New York City to Anchorage, Alaska. Because it’s based on research and field-testing, you can trust Everyday Mathematics to prepare your child for the future.
Here’s what other parents have to say about Everyday Mathematics:“My oldest son had Everyday Mathematics in Grade 6 and my younger daughter had it in Grades K-1. When the Home Connections assignments started coming home, I was pleasantly surprised that my kids were being asked to think about things in a different way. The Home Connections are clear, concise and easy for me to understand. And, it got our family talking about topics where normally wouldn’t. It’s important to set aside one-on-one time in the evening to do the Home Connections together. It’s a wonderful way to understand what my kids are learning at school.” -Ann Boeckman, Bexley, Ohio
“Everyday Mathematics makes so much sense! I support its interactive, relevant approach to learning math. Math is more than numbers. You have to relate it to daily life and the real world. It doesn’t come alive until children see those connections.” -Ida Lo, Bexley, Ohio
For more information, visit www.WrightGroup.com or call 1-800-382-7670
R80001925
AISA ELEMENTARY
ARTS at AISA
Here at AISA, we value the arts. In ARTS class, students will
be able to experience many different kinds of art forms
from all over the world. Students will practice visual arts,
music, drama, and sometimes dance.
Responding
Students will be looking at, listening
and watching different kinds of art
forms during their class time. Students
will respond by discussing and inquir-
ing about these art pieces. By looking
deeper at the arts, we hope students
gain a respect and love for all that art
can bring to the world.
Creating
Through the PYP Units of Inquiry,
students will be creating art pieces
(drama, music, visual), that will
help connect the arts to different
subjects. This is an opportunity for
students to express themselves
and learn more about the fascinat-
ing world of art.
My name is Ms. Meaghan and it
is my pleasure to help students
love and create art. Please email
me anytime:
Computer Lab for Kindergarten:
Students in Kindergarten are introduced to computers and they learn to be independent and confident users who are knowledgeable about safety & care of the computers in the lab.
They learn the name and purpose of the parts of the iMac computer (Monitor, keyboard, mouse, printer and headphones). They also learn how to use the mouse: controlling the cursor, clicking accurately, double clicking, dragging & dropping, as well as following instructions within a program. Students in K 2 also learn to use the keyboard and the basic keys (enter, space bar, delete), and to open, save and close a word file.
Library for Kindergarten:
The kindergarten library holds more than 1,200 books and is connected with the main library. Students are introduced to how a library works. This includes: following the rules inside the library, handling books carefully, and eventually learning to love reading. During story time, students
share their experiences and talk about the book that has been read to them. The students will take home a book every other week. Music in Kindergarten In addition to computer lab and library, Pre K & K1 also have music class, in which they have the opportunity to sing and explore their musical abilities. They are introduced to percussion instruments like bells, tambourines, maracas, cymbals, castanets and others. Students also learn basic musical terms: sound, silence, rhythm, beat, and tempo.
AISA’s little lions have plenty of fun in this exploratory environment! Archie Subra [email protected]
KINDERGARTEN COMPUTER AND LIBRARY
ELEMENTARY TECHNOLOGY
Elementary computer class is for all
students in Grades 1-5. Grades 1 and 2
learn basic computer skills that are
essential for being a responsible user
while in the lab and at home. This
includes using a keyboard, mouse and
computer that range from knowing the
names of the computer parts, clicking
the mouse and mouse control, logging on
and off the computer, and saving
to/opening from folders, to inserting and
resizing pictures, changing the font, font
size and colors, using KidPix to create
pictures, and how to type in web addresses
and search on the Internet.
Grades 3-5 reinforce those skills but are
more involved in learning proper
keyboarding skills, recording sounds, using
Word, Excel, PowerPoint and Paint as well
as Boolean searches on the World Wide
Web, how to cite sources from websites,
cyber bullying, Prezi, and setting up thank-
you letters with proper margins and
spacing.
Angela Marquart [email protected] +971 2 4444 333
"Human beings were created to move, otherwise we would have roots instead of legs"...Donna Dale
Early Childhood
Physical Educati on
The program at the Early Childhood level aims to give the opportunity to students to explore and find
enjoyment in physical activities and in shared play time. Activities are planned and organized to provide
children with lots of fun opportunities to acquire the physical, emotional, cognitive, and social benefits of
physical education.
Through fun activities, we will practice to:
Move with confidence, imagination and safety
Move with control, balance and coordination
Show awareness of space, of ourselves and of others
Recognize the importance of keeping healthy
Recognize the changes that happen to our bodies when we are
active
Use a range of small and large equipment safely and with
increased control
Units will include:
Body control and spatial awareness
Manipulative skills (handling different objects safely and with increased control)
Fit and Healthy
Rhythmic activities
Tumbling
Games
Zeina Miqdadi
(0971)2 4444333 ext. 2855
AFTER-SCHOOL ACADEMY
AISA’s After-school Academy is an activity program for
elementary students running three times a year for
eight-weeks during the fall, winter, and spring. AISA
teachers or outside instructors lead the classes.
Two weeks before the start of the program, the classes
offered are sent home for consideration. Sign-ups are
handled through the AISA website: www.aisa.sch.ae within the After-school
Activity icon.
Most classes are free, but some may have a fee either for materials or for the
instructor, especially if the person is not an AISA faculty member.
School attendance is mandatory for the entire school day before a student may
attend an after-school activity. Participation is an additional responsibility that
should not conflict with the student’s primary academic responsibilities.
Questions: contact Mr. Lewis
Elementary Swimming
HOME SCHOOL CONTRACT
Working in Partnership for Success
Being a successful person requires effort on the part of many people. The school and the teachers must provide certain essential elements; the child must be willing and able to learn, and the parents must provide certain kinds of support both in the home environment and of the efforts of the school. To make this explicit, we are providing a contract of the requirements necessary at each level to promote successful learning.
The school and teachers will… Be Thinkers by providing a high standard of education, keeping in line with IBO PYP requirements and the Common Core Standards, within a balanced curriculum, and by taking appropriate action with students who are not succeeding.
Be Communicators by providing home-school communication.
Be Respectful by promoting a positive attitude towards everyone regardless of difference in gender, race, culture, belief, values, age, and need in order to produce internationally-minded adults.
Be Caring by applying positive behavior management strategies.
Be Safe by caring for each child’s safety and well-being.
The student will…
Be a Thinker by inquiring to learn, that’s my job!
Be a Communicator by speaking kindly and respectfully to others, and by sharing school communication with my parents/caregivers.
Be Respectful by valuing people’s differences.
Be Caring by being aware of the needs and feelings of others.
Be Principled with Property by respecting the school and other’s property.
Be Safe by working, learning, and playing in a safe manner.
The parents/caregivers will…
Be Thinkers by valuing, encouraging, and supporting your child’s learning, and providing many opportunities for them to share their knowledge, skills, and understanding. Be Communicators by responding to important home-school communication and by informing the school of information that may impact upon your child’s learning or safety. Be Respectful by valuing all members of the AISA community. Be Caring by showing sensitivity towards the needs and feelings of others. Be Safe by provide and promoting safe routines, procedures and standards that supports the school’s values and
beliefs.
Together we will…
Value one another as partners in the educational and social-emotional growth of children.
Questions: contact Mr. Lewis
BEHAVIOR FOR LEARNING
WHAT IS IT? It is a positive and proactive approach to elementary
discipline following the PYP Attitudes, Learner Profiles, and Social Skills.
This approach has three phases:
PHASE I: Preventative and
Proactive Strategies
Examples: making rules with
students, creating and
teaching routine , s motivating
and engaging students
PHASE II: Corrective
Strategies
Examples: reminder of rules,
warning, written reflection,
consequence, time out,
referral to the assistant
principal
PHASE III: Supportive Strategies
Examples: parent meeting, counselor support, learning support,
behavior contract
Outcomes of Behavior for Learning:
“Behavior for Learning
will not only improve
behavioral outcomes for
all but also the
academic outcomes.”
“School environments that
are positive, preventive,
predictable, & effective are
safer, healthier, & more
caring.”
GROUPING
Students who receive ELL support are
grouped according to their grade level
and level of English language proficien-
cy. Lessons are created using an En-
glish language development program
designed specifically for elementary
students. ELL Specialists collaborate
with classroom teachers and other spe-
cialists to help facilitate learning in the
mainstream classroom and support
students’ social, emotional and acade-
mic needs.
AISA ELEMENTARY
ELL PROGRAM
COMMUNICATION WITH PARENTS
Every grading period, the ELL Specia-
list will write comments about each
student in the program. These com-
ments can be found in the report
card under the Language section
and are an excellent way for parents
to receive feedback on their child’s
progress in ELL. The parents should e-
mail the teacher and schedule a
meeting with the learning support
team (homeroom teacher, ELL tea-
cher, and/or any other special sup-
port staff member) if they would like
more specific information about their
child’s progress. Parent-teacher con-
ferences are also scheduled three
times per year.
ELL AT AISA
The English Language Learning Program (ELL) at AISA is a resource
that supports students in grades KG1 - 5 who are new to the langua-
ge and/or have not had previous formal English instruction. The pro-
gram gives them an opportunity to learn English in a small group and
supportive environment to better meet their social and academic
needs. It is important to note that children learn English much more
effectively if they maintain and develop their proficiency in their
mother tongue, because the first language of a child is part of their
personal, social and cultural identity. Furthermore, learning another
language enhances the child's general intellectual and conceptual
development.
OUR PROGRAM
Our core program is Carousel of
IDEAS, which is a comprehensive
and systematic English language
development program designed
for K-5 English learners. It is based
on scientific research on how chil-
dren best learn a new language
and integrates listening, speaking,
reading, and writing with major
content areas.
Ms. Soha El Andary
Ms. Erin Hayes
Ms. Mariana Hernandez [email protected]
EARLY CHILDHOOD SUPPORT AND COUNSELOR
As the early childhood support specialist I work with the Pre K, K1, K2 and Grade 1 classes to ensure that social and motor skills are developed consistently. I monitor the academic progress of students in early childhood classes and implement appropriate interventions.
As the counselor I am responsible for addressing issues in which learning is affected by behavioral concerns.
I am a resource for students, parents and teachers.
Students
o Provide interventions for early
childhood students in literacy,
numeracy and learning how to
learn
o Oversee the MPG testing seasons
o Arrange counseling support for
students and parents
Parents
Offer parenting programs in line
with the school’s mission and
home-school contract
Publicize early childhood
education with slideshows for the
rotunda.
Teachers
Deliver PD on the developmental
stages of 3-6 year olds
Liaise with teachers and
specialists if problems occur
Monitor the progress of students
Glenda Hornby Email: [email protected]
Phone: (9712) 4444 333
LEARNING SUPPORT AND COUNSELOR
GRADES 2-5
As the learning support specialist, I assist
students who have a Psychological
Educational Report reach their academic
goals through individual or small group
support in and out of the classroom. I work
in close collaboration with class teachers to
help provide differentiated instruction for
students in Grade 2 through Grade 5 who
may be exhibiting difficulties in meeting
classroom expectations. The first step is
always to help the teachers and parents
first.
As a counselor, I will address behavioral and
emotional concerns that effect learning.
Parents
Offer support
Provide resources upon request
Give activities to be completed at home
Collaborate with parents on how to best use strategies at home
Arrange conferences with parents to discuss student’s progress
Teachers
Give strategies for differentiation within the classroom
Push in or pull out of the classroom for student’s with reports
Students
Monitor progress
Work with students in small groups or one-on-one
Provide counseling services
Stephany Herzog
Email: [email protected]
USEFUL WEBSITES FOR ELEMENTARY PARENTS
The International Baccalaureate Primary Years Program: http://www.ibo.org/informationfor/parents/ The IB World publications: http://www.ibo.org/ibworld/index.cfm The IB Learner Profile: http://www.ibo.org/programmes/profile/ What is the Primary Years Program? http://www.ibo.org/pyp/ Fountas & Pinnell Leveled Reading http://www.fountasandpinnellleveledbooks.com/aboutLeveledTexts.aspx Reading A-Z and RazKids Subscription Website: http://www.raz-kids.com/ Everyday Math: http://everydaymath.uchicago.edu/
IXL Math Subscription Website : h http://www.ixl.com/ Khan Academy: http://www.khanacademy.org/ Inquiry-based Learning from Thirteen Ed Online http://www.thirteen.org/edonline/concept2class/inquiry/index.html The Keys to Inquiry: Harvard University http://hea-www.harvard.edu/ECT/Inquiry/inquiry1.html Visible Thinking Routines from Harvard’s Project Zero http://pzweb.harvard.edu/vt/VisibleThinking_html_files/03_ThinkingRoutines/03a_ThinkingRoutines.html Many sites have parent sections. Be sure to look for … BBC: http://www.bbc.co.uk/schools/parents/ Sesame Street: http://www.sesamestreet.org/parents National Geographic: http://www.nationalgeographic.com/siteindex/parents.html National Science Teachers’ Association: http://www.nsta.org/portals/parents/ National Council of Teachers of Math: http://www.nctm.org/resources/families.aspx
We hope that you enjoy your time at AISA! Stay in touch with us! A strong home-school connection helps children!