WELCOME TO 2019 3/4 Parent Information

Evening

Acknowledgment Of Country

We  would  like  to  acknowledge  the  Wurundjeri  people  of  the  Kulin  Na7on,  as  the  tradi7onal  owners  of  the  land  on  which  we  are  gathered  and  pay  our  respects  to  their  Elders  past,  present  

and  emerging.    

Our Team •  Sioborne  Youla  –  Room  15  •  Olivia  Franco  –  Room  16  •  Michael  Kelso  –  Room  17

 •  Patricia  Amerena  &  Hannah  Mckenzie  –  Room  9  •  Kay  Roberts  –  Room  8  •  Fiona  Currie  &  Angela  Spiteri  –  Room  7  

Communication How  we  communicate  with  you: -­‐  COMPASS -­‐  3/4  Blog   -­‐  Fortnightly  School  NewsleXer -­‐  3/4  Termly  NewsleXer  At  7mes,  parents  may  have  queries  related  to  their  child,  a  situa7on,  a  teacher  or  the  school  environment.  In  order  to  maintain  a  respec\ul,  responsible  and  suppor7ve  home  school  partnership,  our  team  make  themselves  available  for  open  communica7on  about  these  issues.    Parents  are  advised  to  make  a  7me  to  meet  with  their  teacher  to  discuss  issues  related  to  their  child’s  learning  and/or  social,  emo7onal  or  behaviour  concerns.  

Expectations The  content  we  teach  is  uniform  across  the  area  however  you  will  note  that  there  is  individuality  with  how  the  content  is  taught.    Other  variances  you  may  note  arise  as  teachers  teach  to  the  individual  needs  of  the  students  in  their  class.  Teachers  will  also  take  the  opportunity  to  teach  about  current  affairs  or  incidental  topics  that  are  raised  as  part  of  class  discussions.

Behaviour Management This  year  Coburg  West  will  be  developing  a  School  Wide  Posi7ve  Behaviour  Support  System  (SWPBS)  approach.    It  is  a  whole  school  approach  designed  to  promote  and  maintain  a  safe  and  orderly  learning  environment  for  all  students  and  staff.      It  focuses  on  everyone  and  all  seangs  within  the  school  and  promotes  a  posi7ve  focus  on  academic  and  behavioural  outcomes  across  the  school.  Please  con3nue  to  read  the  school  newsle6er  and  COMPASS  for  further  updates  on  this  exci3ng  approach.  

Values •  Each  term  we  choose  a  par7cular  school  value  to  focus  on. •  The  children  get  opportuni7es  to  learn  what  the  value  looks  like,  

sounds  like  and  feels  like. •  We  provide  discussions  and  ac7vi7es  to  consolidate  and  reinforce  

their  learning. •  The  focus  value  in  the  3/4  unit  this  term  is  friendliness.   •  We  feel  it  helps  the  children  forge  new  and  posi7ve  rela7onships  to  

set  them  up  for  a  good  year.

Rights & Responsibilities

Everyone  has  the  right  to  learn.

 Everyone  has  the  right  to  feel  

safe  and  comfortable.

English –Speaking & Listening

Speaking  and  listening  mediates  learning  across  all  curriculum  areas.  •  It  involves  integra7on  with  reading,  wri7ng  and  viewing.   •  Working  within  the  different  subjects  involves:

•  using  subject  specific  terminology •  moving  from  the  use  of  everyday  language  to  the  use  of  

language  which  holds  the  gramma7cal  and  conceptual  constructs  of  the  subject

•  using  language  in  social  interac7ons  when  engaging  with  tasks  required  to  develop  content  knowledge  and  skills.

English – Reading and Writing

A  task  board  is  used  for  students  to  understand  which  group  they  will  be  working  with  during  the  hour.    

   

Learning  Inten7ons  and  Success  Criteria’s  are  used  for  students  to  understand  the  purpose  of  each  lesson.  

   

.  

English

The Reading Hour Structure

English – Reading

   

The  Reading  Hour  structure  is  referred  to  as  the  Reader’s  Workshop  and  the  Classroom  Library  is  a  component  of  this  hour  that  takes  place  during  independent  reading.    The  Classroom  Library  is  aimed  at  promo7ng  engaged  readers,  developing  student  agency  and  organisa7onal  skills  for  all  students.  It  is  a  whole  school  approach  designed  to  improve  reading  stamina  and  cri7cal  thinking  skills  giving  students  access  to  quality  literature.  Students  develop  goal  seang  behaviour  and  are  given  opportuni7es  through  individual  reading  conferences  to  reflect  on  their  successes  and  challenges  and  they  receive  explicit  7mely  feedback  from  their  classroom  teacher.  

English – Reading

Independent  Reading  –  Classroom  Libraries

•  There  will  be  individual  reading  conferences. •  Students  will  set  individual  reading  goals. •  They  will  use  anchor  charts  to  help  them  select  a  variety  of  

books  to  read. •  Students  will  record  and  monitor  their  reading  using  a  

reading  log. •  A  Reader’s  Notebook  will  be  used  to  record  thoughts  about  

what  they  read. •  Each  student  will  have  a  book  box.    

English – Reading

Areas  that  will  be  covered  this  year  include:    

•  Reviewing  reading  strategies  eg.  geang  knowledge  ready,  visualising,  re-­‐reading,  reading  on

•  Finding  the  Main  Idea

•  Making  Connec7ons  (Text  to  Self,  Text  to  World,  Text  to  Text) •  Interpre7ng  Explicit  Informa7on

•  Making  Inferences

•  Genera7ng  and  Asking  ques7ons

•  Reorganisa7on  •  Evalua7on

   

English

The Writing Hour Structure

English - Writing The  Wri3ng  Process.  This  process  is  not  necessarily  approached  in  a  linear  manner.    It  can  move  backwards  and  forwards.    

English – Writing

Areas  that  will  be  covered  this  year  include:    

•  Imagina7ve  Wri7ng  which  includes  descrip7ve  and  narra7ve

•  Persuasive  Wri7ng

•  Informa7on  Reports

•  Poetry  Unit  In  addi7on  we  may  explore   •  Explana7on  texts

•  Procedural  texts

This  will  depend  on  how  they  link  to  our  inquiry  unit.  

English – Writing

Grammar  will  be  integrated  into  the  Wri3ng  hour  and  some  of  the  areas  that  will  be  explored  include:    

•  Review  of  sentence  structure   •  Basic  Punctua7on  (capital  leXers,  full  stops,  exclama7on  

marks,  ques7on  marks) •  Paragraphs

•  Adjec7ves,  nouns,  verbs,  adverbs

•  Tenses

•  Quota7on  Marks  (direct  &  indirect  speech) •  Apostrophes

•  Symonyms  and  Antonyms

     

English – Writing

 Spelling  will  be  taught  in  the  

Wri3ng  Hour.

 (See  Home  Learning  sec3on  for  further  informa3on).  

   

Maths - Lesson Structure

Maths – Curriculum Overview 3  Main  Curriculum  Areas  in  Mathema3cs.  

Number  and  Algebra  –  involving  areas  such  as  place  value  paXerns,  simple  algebra  ,  addi7on,  subtrac7on,  mul7plica7on,  division,  frac7ons,  decimals  (to  hundredths)  and  money.  Measurement  and  Geometry-­‐    involving  Time,  calendars,  7metables,  dura7on,  measurement,  volume  and  capacity,  mass,  length,  area  and  perimeter,  shape  (2  and  3  dimensional),  transforma7on,  symmetry,  angles,  Loca7on,  grid  references,  find  informa7on,  maps,  direc7ons,  follow  and  write  instruc7ons.  Sta3s3cs  and  Probability-­‐    data  –  graph  types,  reading  and  interpre7ng  graphs,  differing  values  for  graph  items,  likelihood  ,  possible  outcomes  and  chance  of  occurrence.    

Maths- Problem Solving Problem  Solving  and  Reasoning-­‐ •  CWPS  uses  Peter  Maher’s  9  Problem  Solving  strategies  as  a  

consistent  approach. •  It  a  key  component  for  CWPS  and  is  vital  for  

improvement  in  Maths  Outcomes.    •  Problems  involve  unfamiliar  material.  They  are  oken  2  

steps  or  more  and  usually  relate  to  real-­‐life. •  Reasoning  and  explaining  their  thinking  is  vital. •  Worded  problems  are  also  used.    The  most  learning  

value  involves  students  problem  solving.  

Maths- Problem Solving Strategies.

Maths- Differentiation/ Number Facts

•  Students  are  catered  for  by  adap7ng  the  tasks  to  their  abili7es  and  using  a  task  board  to  assist  learning.  

•  Learning  Inten7ons  are  clearly  stated  and  students  reflect  upon  their  learning  achievements  based  upon  the  inten7ons.

•  AUTOMATIC  RECALL  of  NUMBER  FACTS  including  addi7on  and  subtrac7on  facts  to  20  and  later  mul7plica7on  facts  to  100    are  vital.  CWPS  uses  a  strategy  approach  to  learn  facts  e.g.  4  X  8….  Which  is  a  double  double  strategy  I  know  2  X  8  is  16    so  4  X  anything  is  double  that  so  16  X  2  is  32.  Hence  4  X  8  is  32.  

Maths- Manipulatives help learning

PuSt  

Inquiry The  topics  covered  for  Inquiry  this  year  are: Term  1  –  Indigenous  Australians Term  2  –  The  First  Fleet Term  3  –  Marine  Ecosystems  &  Sustainability  Term  4  –  Living  Things  &  Life  Cycles  Lesson  Structure: Whole  Group  Mini  Lesson  (10  -­‐  15  minutes) Independent  Ac7vi7es/Research/Project  Based  Ac7vi7es  (35  -­‐  40  minutes) Review/Reflec7on/Share  Time  (10  minutes)  Inquiry  Rota3ons: Inquiry  rota7ons  oken  occur  throughout  the  Term.  This  is  when  students  visit  another  3/4  teacher  and  complete  a  focus  task/experiment/research  project  linked  to  our  Inquiry  Topic.      

Specialists Each  class  get  an  hour  of  the  following  each  week:  Physical  Educa3on:  Chris  Harvey  or  Can  Osman

Music:  Merinda  Meta

Art:  Joan  McGregor  or  Georgia  Krykilis  Greek:  Georgia  Krykilis  Italian:  Nadia  Di  Vincenzo  or  Marie  Peterson

 Specialist  teachers  will  be  in  the  Small  Hall  aker  the  conclusion  of  the  presenta7on  if  you  have  further  ques7ons.  

Home Learning & Spelling Coburg  West  has  a  Home  Learning  Policy  that  supports  students  and  their  families  by  providing  ac7vi7es  that  support  classroom  learning,  foster  good  study  habits  and  provide  an  opportunity  for  students  to  be  responsible  for  their  own  learning.    Weekly  Home  Learning  Tasks  could  include:      -­‐  Independent  reading  on  a  daily  basis  including  comple7on  of  a  home  reading  log  -­‐  Reading  responses  and  comprehension  tasks -­‐  Prac7cing  weekly  spelling  words  through  choice  ac7vi7es -­‐  Maths  tasks  to  consolidate  mental  computa7on  skills  -­‐  Other  tasks  linked  to  Inquiry  Learning  and  Integrated  Studies.  

Home Learning & Spelling

Home  Learning  is  posted  on  the  blog  every  Tuesday  and  students  are  to  return  their  Homework  on  a  Monday.  You  can  access  the  blog  by  visi7ng:  www.cobw.vic.edu.au,  click  on  learning  teams,  then  select  Year  3/4.  In  the  classroom  on  Mondays,  students  will  explore  the  weekly  spelling  strategy  and  become  familiar  with  their  groups  words.  Students  will  then  further  prac7ce  these  words  through  their  Home  Learning  tasks.  If  any  students  do  not  have  Internet  access  or  need  homework  printed,  please  let  your  teacher  know.    

Special Events In  3/4  there  are  many  exci7ng  special  events  throughout  the  year.  This  includes:  Helping  your  Child  Read  at  Home  Info  Session:  Wednesday  13th  March  (9.30-­‐10.30am  &  6.30-­‐7.30pm  small  hall)  NAPLAN:  Term  2,  14th-­‐16th  of  May  Excursions:  usually  1  per  term  Incursions:  2-­‐4  per  year  Grade  4  Camp:  Term  3,  28th  –  30th  August  (more  informa7on  to  follow  in  Term 2)  Swimming:  Term  4,  Dates  TBC  (more  informa7on  to  follow  in  Term  3)    

3/4 Sport 3/4  Sport  Runs  every  Tuesday  aker  lunch  in  Terms  2  &  3.    It  is  a  chance  for  students  to  be  in  a  small  group  with  students  they  may  not  usually  socialise  or  work  with.  Each  class  will  elect  4-­‐5  Grade  4  Sports  Leaders.  Sports  Leaders  will  take  their  group  through  two  different  sport  rota7ons  each  Tuesday.