Let me begin by thanking all parents who made it along to our Open Classrooms this week. It was exciting (and overwhelming) to have your presence in the room. I hope that this opportunity has given you a better understanding of the learning engagements that take place both at UNIS and within 5B.
One point I’d like to share with you is that what you saw was just a glimpse. The lessons/ activities you watched and participated in were Just small parts of a larger picture. For example, the UOI-Construction activity held on Thursday was part of a larger unit. Students have been focusing on circuitry and energy during their UOI lessons. Questioning skills: as part of oral and written literacy. Communication: as part of the PYP profiles and problem solving: as part of math, social and emotional development. What sometimes looks like a task or activity from the outside is often a smaller building block to a greater cause.
UOI – Electrical Energy
In UOI this week, we have continued our examination of the first line of inquiry ‘Electrical energy that is transferred, transformed and controlled’ by manipulating circuits and building toothbrush bugs.
Next week, in the ‘Makerspace’, Ms Michelle will ask students to design their own electronic inventions using ‘Little Bits’ alongside taking a closer look at our second line of inquiry ‘Electrical Energy Options’.
SDG connection
What can you do as a family to reduce your power consumption?
In Literacy this week, we continued our examination of non-fiction texts by skimming and scanning for key information and writing blurbs about the books we have read. Our inquiry into Electrical energy also incorporated a ‘Word Study’ of key vocabulary.
Next week 5B will begin to look at information reports and how they are written, with the intention of writing their own in a couple of weeks.
In Math, students have been writing and solving their own questions related to the burning of calories through exercise. This required them to read and analyse data in tables, whilst working with area models and number lines to better organize their mathematical thinking. We had a great time eating snickers as we solved a problem Mr Brewster was having.
Next week, we will take a closer look at decimals and fractions. Who knows, we may end up dividing ‘snickers’ to better understand fractions.
Dinner Time Talk
What was 5B’s focus this week? (Communication; questions)
How much progress did you make in your narrative assessment?
Can you show me how an area model works?
What items do you need, to make a simple electronic circuit?
5B would like to extend an invitation to visit our class at the following times. Thursday 15th of November – 12:05 12:45 pm – UOI/ Word study Friday 16th of November – 10:30 till 11:25 pm – Mathematics
UOI This week students embarked on their new UOI How the World Works An inquiry into
electrical energy that is transferred, transformed and controlled (form, function)
electrical energy options (causation)
energy consumption choices that affect the environment and society (causation)
Students arrived at school Monday morning to find the power had been shut off to G5 classrooms. The morning was spent with 5C and Mr Nathan, learning how to gain and calculate calories so students could trade these for electrical wattage, later in the day.
Specialist classes such as PE, Art and Music all contributed to the calorie burn by giving students a number of calories per effort in their class. After last recess, the power was turned back on and students had to calculate the number of watts they had, as a combined G5 group and how they would spend the minutes of watts. Students chose to turn on one air conditioner, two ceiling fans and use a laptop and projector to watch a 50-minute film clip called ‘Billions in Change’ about clean energy inventions.
G5 teachers are calling for parents or associates of parents that would be willing to be a guest speaker about renewable energy – the idea is to give students a wider understanding of what is happening around the world through action currently being taken here in Vietnam (or elsewhere). If you would like more information please don’t hesitate to contact me.
Math
Ms Beth visited 5B this week to continue working on math practices. 5B looked for and made use of structure in number while organising playing cards to find the missing addend. This task makes student mathematical thinking about numbers flexible when trying to get to a particular number.
5B investigated and practiced reading decimal fractions and noticed how this skill is connected to converting fractions to decimals. 5B will continue to look at converting fractions and using area models to support multiplication and division problems.
Literacy
Students have been evaluating their last narrative piece to find out where they can improve. Personification, similes and metaphors are areas students can practice identifying as they read at home. Another round of word studies begins next week with students having a number of vocabulary words they will need to understand for the new UOI. Feel free to talk with your child about words associated with electrical energy. For example energy, power, current, switch, hydropower, fossil fuel etc.
Home Learning
As you know your child has been required to write 3 reading responses per week (Monday to Sunday). During this UOI, I will require students to respond to a question I pose, so this means students will now have 4 responses per week to complete. Please remember that reading for pleasure responses are designed to do a number of things:
develop a love of reading
ensure students understand what is being read
develop a routine
Develop independence
Meet given criteria
It is very helpful when parents make comments that feedback to what their child is thinking. It is also a great way to stay connected to what your child might like to read. Students know that during this UOI, they should focus some of their home reading on non-fiction texts.
Dinner time talk
What symbol is used by mathematicians to represent ‘approximate’?
What is energy?
Are there different types of energy?
What are you currently doing for i-Act time?
How do I say 0.381587 using decimal place value correctly?
A successful presentation for students was had on Tuesday morning with the culmination of student learning. Many thanks to all who attended and made this event a meaningful product of students efforts.
Our next unit is How the World Works
An inquiry into
electrical energy that is transferred, transformed and controlled (form, function)
electrical energy options (causation)
energy consumption choices that affect the environment and society (causation)
G5 will return to school on Monday to find they have no power in the classrooms. The provocation for students to kick this unit off will comprise of students earning points calculated on the calories they earn throughout the day. They will then come together as a class and calculate the number of calories earned in exchange for wattage. Then students will decide what electrical items they want or need to complete the rest of the day’s assignments.
Please note that students who purchase their lunches at school will only have access to the bakery foodstuffs. No meals prepared with electricity will be allocated to them on Monday (so no hot meals). If you have any concerns about this initiative please contact your child’s teacher.
Something to think about; If you or your company use sustainable energy solutions, we would like to hear about them. Please contact your child’s teacher or attach a comment to this weeks blog post.
Math
This week students continued to explore math practices with Ms Beth. Looking at extending their thinking, make mathematical inquiries and connections, and see how numbers relate to each other.
Next week 5B will begin to explore area and perimeter.
Literacy
The coming weeks 5B will focus on non-fiction texts. This will support understanding and develop knowledge related to our new UOI. The focus on writing narratives will come to a close next week as students work on their post-assessment. This does not mean narratives are finished, it means G5 students will embark on another writing genre. of writing.
Save the Dates and Reminders:
Monday, November 5th – Power Provocation (nothing to be done)
The opportunity to get out and about as a class or whole grade is extremely valuable. Students were able to visit the famous Vietnam Women’s Museum and take a tour around artifacts that connected to migration. One of the exhibits was about the traditional clothing of Vietnamese women. This demonstrated one aspect of how change affects cultures and customs when urban migration occurs. The main exhibit allowed students to listen to stories of Vietnamese women, who moved from the country into the city to live and work, whilst saving their money to send home to the family they left behind.
Kia turning the grinder that crushes the maze
Hannah saying thank you on behalf of G5
Khoi in a traditional head dress
UOI This week 5B continued to craft their migration stories. Ensuring they had all the elements required to make their presentations next Tuesday a success. This has been a wonderful journey for students, especially those looking into the histories of their ancestors and places that students feel especially connected to.
Migration has always played a vital role in bringing change to the world. Some of the causes that have moved students are the most are the ones of forced migration. This has also been the hardest for students to understand as most of them have never had to face situations that have left them countryless. A great deal of empathy has been gained by exploring the various elements associated with migration. All G5 teachers are looking forward to each and every G5 student’s presentation. We hope you will be able to join us.
Math This week we had Ms Beth come in to show 5B some math routines they can use and apply when solving math problems. Solving the equations themselves was not the purpose of these lessons. Learning to make a claim (hypothesis), represent their thinking using a range of models and then explaining the process to a partner. The more students practice explaining the process of solving a mathematical problem, the more confident mathematicians they will become.
5B also learnt how to moderate their math assessments this week. This is where students are given assessments (without names) and asked to identify whether the work has met, exceeded or is approaching the standard. We call this peer assessment. Students also moderate their own work alongside the teacher. This is a powerful tool. It enables students to have a clear understanding of what is needed, what areas they could improve upon and makes them responsible for their own learning.
Literacy Reading, reading and more reading. Students are now beginning to understand the importance of punctuation. 5B have been working on identifying punctuation actions and how punctuation can easily change the meaning of a text. Below are some of the examples students discussed.
Even Magazines can get it Wrong
Save the Dates and Reminders: Monday, October 29th – All Grade 5 homerooms bake sale items needed Thursday, November 1st-2nd – Faculty/Staff Professional Development Day (No School or ASAs for ES) Thursday, November 15th-16th – ES Open Classrooms Friday, December 7th – UN day – What traditional clothing will your child wear?
Dinner Table Talk
What is the symbol for multiplication when solving an algebraic problem?
What is an integer?
What math element have you got for your migration story?
What colour was the prawn Ms Tina’s daughter caught in NZ?
How easy is it to write simple instructions to make a peanut butter and jelly sandwich?
A Letter from ES Office
Dress Up Day – Next Wednesday, October 31st
Our Elementary Student Council has decided to support the Middle School and High School Spirit Week by participating in a fun dress up day next Wednesday, October 31st.
In an effort to enjoy the dress up day at UNIS Hanoi appropriately, respectfully and in accordance with school rules, we ask that students use the following guidelines when selecting a costume:
Costumes should not completely obscure a student’s identity. Staff members must be able to identify students. Eg. Full face masks should not be worn.
Students are encouraged to be creative in their choice of costume. Costumes should not be frightening or gory. Remember that UNIS student ages range from 3-18. Costumes should be appropriate for the full school community.
Fake weapons are not allowed. No military-style costumes.
Costumes that could be offensive or perpetuate a stereotype of someone’s culture, gender, heritage, or religion are not permitted.
Costumes should not hinder a student’s ability to participate in their classes, including P.E. Costumes may not disrupt learning or present issues of safety.
Students wearing questionable costumes will be asked to change into normal school attire. A change of clothing for all students is required.
Talking points for teachers and parents to assist in this teachable moment…
Remind students of their audience in the school (students, teachers, parents, community members,). This is a school—what may be appropriate in pop culture or the media may not be appropriate for a place of learning. We are a community, and we want students to think about how their costume choice may impact others within this community.
Thank you for taking the time to help our students understand these guidelines.
Kind regards, Quyen.
The week that was;
In mathematics, the art of proposing a question must be held of higher value than solving it. – Georg Ferdinand Ludwig Philipp Cantor
Migration In UOI this week, 5B began the research and narrative construction components for their Migration Museum assessment. Students have been tasked with examining their migrant through the lens of the UOI’s key concepts: Causation (the reasons for the migration), Change (how migration results in change) and Perspective (the views related to human migration). Students have a rubric and supporting steps to support their story development. You will be invited to attend your child’s presentation set for the morning of the 30th of October. Please save this date as further information will come next week.
Literacy In literacy, this week we continue to explore new vocabulary through word inquiry and students have also been reviewing elements of writing that are needed to develop their narratives. The focus will remain centred around time connectives, emotive language and oral expression. Students are using their guided reading strategies as they research migration information.
Math In Math, we have been learning how to read decimal and fraction numbers, along with new symbols to represent known operations. Students have begun to explore how to use a number line to represent their understanding of part/whole and negative numbers. Students are also connecting to their UOI by finding and accurately reading data related to their migrant’s journey. This gives students the opportunity to apply their mathematical skills and understanding in context.
Home Learning Reading responses are a required part of your child’s home learning and development of reading. Some students are making a considerable effort which is supporting their reading development. Please read your child’s responses on their Seesaw platform and make a comment. Research shows that the effect of a parent’s engagement on their child’s learning is almost 6 times as much as the effect of schools. On top of this, studies have proven that when parents are involved in their child’s education, students tend to have more positive attitudes and behaviour, and achieve more overall, regardless of their socio-economic status or ethnic background.
Some of you may have noticed that the Chromebooks are beginning coming home this week. I have granted some students permission to continue their school work at home, if necessary. Students will only be permitted to take the Chromebooks home if they have school work to go on with. Please be reminded that students are not to use their Chromebooks for gaming.
Field Trip Tuesday Please be reminded that on Tuesday the 23rd of October students will be attending a field trip to the Vietnamese Women’s Museum. We will leave school at 8.30, and plan to be back by 11.30. Please ensure your child has returned their permission slip. They will need a hat, a snack, a water bottle and suitable walking shoes.
Dinner Time Talk
What perspectives might your migration story include?
How has Vietnam changed since the arrival of migrants into the community?
What is another symbol used to show multiplication when doing algebra?
What math game did your G2 buddies teach you this week?
A short, but eventful, week back after a wonderful week away!
Thank you for coming to the Parent/Teacher conference day on Monday and for sharing your aspirations for your child. I was great to see all 5B parents. I hope you have had a chance to discuss the SMART goals your child set for themselves. 5B students will be consistently connecting back to these goals, making adjustments or writing new goals when needed.
Migration continues to be our focus in Unit of Inquiry. The students are now beginning to make decisions about what migrant story they would like to tell. Students made this decision after carefully considering causation, perspective and change. This migration story will be presented by celebrating all disciplines at a migration showcase on October 30. Please stay tuned for a formal invitation.
In Math, 5B has continued to look at arrays to solve 3 digit multiplication and division problems. As well as practising jump counting from any number. 5B has a holiday challenge to practice counting in 4’s, 6’s and 8’s starting from 13 and ending at a 3 digit number of their choice. Counting games have been a focus for a while now. When we return to school, we will begin to focus on written number problems and how to unpack these as well as inviting Ms Beth to work with us on the use of number lines to help us to solve complex problems.
In Literacy, we began writing new narratives. Focusing on the exposition. Students began to craft the opening scene to ‘A Monster Calls’, to establish the ‘Who, Where and When’ and experiment with figurative language. Look for these aspects to reappear as we share our migration stories with you. We began our class novel Amal Unbound by Aisha Saeed and read a range of migration stories written by children who had moved to New Zealand for various reasons.
We will return to school in a week’s time, enjoy this week as a family; read, relax, reconnect. Looking forward to seeing everyone safe and sound on Monday, October, 15.
Dinner Time Talk
What migrant did you choose to impersonate?
What artifact will you showcase in art?
What Youth Sports Festival took place this week?
What are we going to read this week?
Who had a birthday in 5B this week?
“You can never get a cup of tea large enough or a book long enough to suit me.”
G5 Overnight Camp. A shared experience to remember for a very long time. Special thanks to all G5 teachers who covered my absence and connected with 5B students on my behalf.
G5 Trip Week at VResort
Conferences Monday 1st Oct – Check Veracross for appointments
5B students have been busy with their SMART goals. I will be sharing these with you during our conference time. I would ask that you also have goals or aspirations for your child so we can work together to support your child’s learning.
Second Class Parent on board for 5B
Many thanks to Ms Yi Chung Lung for offering to share the role as ‘Class Parent’ with Ms Akika Nakano. 5B are lucky to have you both on board.
“Those who do not have goals are doomed forever to work for those that do”
The Moon Festival Celebration was a highlight this week. Some of 5B missed this photo opportunity because they were on stage preparing for their big show. Thanks, Ariana, Minh Anh and Audry. You girls rocked the stage during the assembly.
This week in 5B, students have been connecting the current Key Concepts of ‘Change’, ‘Causation’ and ‘Perspective’ to the many migration stories students have been reading. Students understand that migration happens for many reasons and were able to categorize them into push and pull factors.
Next week we’ll be focusing on choosing a migration story that connects to a Push/Pull factor that interests them. Talking with your child about the reasons why you, or your ancestors, moved from one place to another will deepen their understanding and support their selections. For those students still living in the home they were born in, or haven’t experienced migration themselves, there is an opportunity to research someone famous that has had an impact on their lives or the lives of their family. For example, Ho Chi Minh (Former Prime Minister of Vietnam) fondly known by the Vietnamese as Uncle Ho.
Writing up a Storm
After various discussions with 5B about word classes and the importance of knowing how to create stories that hold the reader’s attention. 5B worked on activities and raps to help solidify their understanding of these structural elements.
Noun – I express a name, place, thing, idea or concept Verb – I express action: jump, skip, hop Adverb – I add interests to the verb, one way is to add < ly> to an adjective Pronoun – I replace a noun: his, her, we, this, that Interjection – I interrupt: Whoa!, Wow!, Stop! Conjunction – I link phrases: but, and, or Adjective – I modify a noun or pronoun: Sharp little claws Preposition – I tell where and when: on, beside, up Knowing these elements will strengthen your child’s writing, so it is important for them to practice identifying these within their daily reading.
Shout out to Reading Responses
A wonderful array of responses are coming through from most students. Some students are still to post their responses to Seesaw. I check and comment on student responses and then tally up the number of responses on a Sunday for discussion on Mondays. The requirements are to respond a minimum of 3 times a week (Monday to Sunday) to a book they are reading at home. Please support home learning by commenting on your child’s Seesaw responses.
Math heats up
Measuring distances travelled, number of migrant moves, reading graphs, gathering data and building charts and reading map scales are 5B’s math focus next week. We are going to apply student knowledge in a practical way to gather a deeper understanding of migration.
Visitors to 5B
Mitchell Zeitler, a student from G10 came to 5B today to share his presentation about ‘Basic Nutrition’. His presentation was informative and interesting for students of this age group. His manner was professional, confident and humorous. The students enjoyed asking him questions, which he answered with delight.
Ms Monica, our ES librarian popped in to talk to use about the use of visual elements authors use to tell stories. We read and looked at the techniques of author Shaun Tan from his book “The Arrival” which is wordless, yet visually detailed. A clear example of a picture is worth a thousand words.
Mr Dylan, our ES Councilor joined 5B to chat about feelings associated with new challenges or situations. With the G5 overnight excursion closing in. It has been a priority to ensure students have support leading up to this exciting, yet scary for some, event.
Grade 5 Overnight Excursion information
By now you should have received a gear list. Please ensure you label all of your child’s belongings so they can be reunited if separated. We are asking each student to bring an English book to donate to a local school that is building an English library. The following is the schedule for the three days away. If you have any questions please don’t hesitate to contact me.
All medications that are required to be taken at scheduled times during the G5 Excursion, MUST be delivered to the School Health Center prior to 8:10 am on Wednesday the 26th of September.
Written instructions from the parent must include the following:
Student’s full name
Grade
Diagnosis
Name of medications
Times to be given
Parent signature
No medication from home will be administered without the above information.
Thank you, Nurse Susan,
The week that was Photo Gallery
What’s on this weekend
When: Saturday, September 22
Time: 9.00 – 12.00
Location: UNIS Hanoi Canteen
Security enhancement: All adults need to show ID upon entering campus
Save the dates:
(September) Wednesday 26th – 28th – G5 Overnight Excursion (Camp) (October) Monday 1st – ES Parent – Teacher Conferences (No School or ASAs for ES) Monday 8th – 12th – Autumn Break Monday 29th – All Grade 5 homerooms bake sale items needed (November) Thursday 1st-2nd – Faculty/Staff Professional Development Day (No School or ASAs for ES) Thursday 15th-16th – ES Open Classrooms (December) Friday 7th – UN day
Dinner Time Talk
What celebration happened at school this week? (Moon Festival)
What is the story behind the celebration – Moon Festival? (ask about the assembly)
Tell me about some of the causes people migrate? (push/pull factors)
What art activities did you do in homeroom this week? How were they related to your learning? (Lantern painting – moon festival) (Pie segments – migration)
Can you teach me the math game called “six”? (you will need six dice for this game)
“Building friendships with people from dissimilar backgrounds and diverse perspectives will make you wiser and more creative”
This week in 5B students worked with Ms Michelle and Ms Nhan in the new ‘Makerspace’ to earn themselves safety badges. Their mission was to demonstrate they could use tools, such as box cutters, scissors and hot glue guns safely. They had a short design challenge and were assessed on their ability to perform tasks safely. As the chart pictured below shows, some 5B students need to work on these skills.
Setting Ourselves up for Success
5B students were introduced to a game I learnt at their age, from New Zealand. It involves students setting as stick on the ground and moving to another when instructed. The purpose is to teach students to know their tools, which sets them up for success and then go one step further to support the success of others. This year’s 5B class was the first class to achieve the movement on the first go.
This Week in Literacy – Word Inquiry / Reading and Writing
This week 5B students have been learning about words through word inquiry. They are beginning to understand that all English words are made up of specific elements with the greatest one being meaning. This is the first time most students have investigated words in this way and it is challenging at first. However, the process of understanding how words are built will support their vocabulary development and comprehension.
We will be starting a class novel called “A Long Walk to Water: Based on a True Story” by Linda Sue Park very soon. Students did their first pre-assessment for narrative writing this week, and once this has been moderated, and areas to work on have been identified with students, they will set about writing stories (narratives) of their own about migrants.
Students continue to practice new reading strategies during guided reading. A simple way for you to help your child consolidate these strategies is by asking them to tell you what they understand after they have read each night. Your child should be able to finish reading a sentence or passage, and begin to explain their understanding by using the sentence starter “I think this means…” or “The picture I have in my head is …”.
“I have a picture in my head…”
“I wonder…”
“I think that means…”
Migration Provocation kicks off the new UOI Students experienced being part of different types of countries with fictitious names. Students had to abide by the rules of the country, including different immigration laws, language barriers, human rights, or lack thereof and bribery. They had to work through different scenarios to gain entry into countries and were at times removed from countries due to recruitment or military rule.
Kicking off without human rights
Immigration Department
Working off a debit
Infrastructure for a new country
No Gender equality
Low pay
Mass Production
Overcrowding
Job oppertunities
Different Languages
Protesting for equal rights
Immigration desk
You can support your child’s understanding of migration by talking about the reasons you or your parents moved from place to place and how this is different from going on holiday. Some of the vocabulary and concepts your child will be in introduced to will be new to them, so your involvement with these concepts will give them a deeper understanding and support their learning at school.
Concepts
Form
Perspective
Change
Vocabulary
Human Migration
Immigration
Migrant
Refugee
Emigration
Displacement
Push/Pull Factors
Border
International Dot Day – September 15th – Saturday
5B spent time with their G2 buddies playing games involving dots and making spin art.
You can read about Peter Reynolds initiative and gather some ideas to share at home with your child over the weekend.
5B continues to explore number lines, place value, integers, division and arrays. Each lesson started with a number talk about partial quotients, doubling and halving or adding up in chunks. The more conversations we have about ways of solving problems, the more the students become comfortable with making a hypothesis and setting about proving their thinking on their own.
Here is an example of a number talk 5B did this week.
Students were challenged to create an equation that is equivalent to the target number. Students may add, subtract, multiply, and/or divide in order to come up with their equation. Confident students are required to use at least one set of parenthesis.
They may also use numbers in the number bank more than once. These tasks are usually done mentally. However, students are able to use whiteboards to record their strategies. An example may be: (2 x 2) + (3 x 3) = 13.
Why not try this one at home.
Introducing 5B’s Class Parent
A huge thank you to Mrs Akiko Nakano – Chikashi’s mum, for volunteering to be our class parent. Welcome aboard and the SCO will be getting in contact with you soon.
Welcome to 5B Mitsuki.
We hope you and your family will enjoy your time in Hanoi. We are all looking forward to getting to know you.
A Shout Out – to Chikashi for being Mitsuki buddy and taking good care of him as he settles into 5B routines. Your knowledge of the Japanese language has made Mitsuki’s transition to an English speaking school much easier. Thank you.
Save the dates
Wednesday 19th September – G5 Math Coffee Morning with Ms Beth 8:30 – 9:30 Wednesday 26th – 28th September – G5 Overnight Excursion (Camp)
Thursday 27th September – EAL Coffee Morning for new families (Returning families are more than welcome to attend)
Monday 1st October – ES Parent – Teacher Conferences (No School or ASAs for ES) Monday 8th – 12th October – Autumn Break
Dinner Time Talk * What is the base meaning, in the word migration?
* What are some of the concerns or excitements you have about camp?
* Who was new to 5B this week?
* What connections did you make to another persons ‘Identity Artifact’ during the gallery walk?
* What is a word sum?
Reminders: * Return the G5 Overnight Excursion documents back your child’s teacher.
* Volenteer to visit 5B and share your migration story.
“History in its broadest aspect is a record of man’s migrations from one environment to another”
‘How we Express Ourselves’ UOI Identity As we come to the end of our ‘Identity’ UOI students are putting their knowledge to the test by crafting an item that will show who they are at this point in time. They have worked on their summative planning sheet to identify artifact ideas, parts of their identity that are most important to them and factors that have influenced their identity. We are looking forward to sharing these with other G5 students next week.
Back to School Night
Thank you to the families that attending this important evening. It was a pleasure getting to know you and spend time sharing what the year ahead looks like for your child. I have attached the slideshow in PDF form for you to view and use any of the links.
5B are continuing to identify daily community focuses and working out ways that we can achieve these each day.
Tuesday – Empathy – Lots of discussion for 5B about how to continue to develop this attitude. Wednesday – Commitment – Never give up, share words of encouragement to get others to keep going. Thursday – Enthusiasm – Maintain high energy and interest when learning something new or developing a skill. Friday – Reflection – What went well for me this week? What do I need to practice more of?
G5 Overnight Excursion (Camp) By now you should have received the excursion package. These are important documents that require careful reading.
We do our best to provide support for all students, especially those who have not stayed away, overnight, from family. The hardest part for many students is the build-up and the fear of the unknown so Mr Dylan (G5 councillor) will be speaking with all students early next week about how he will promote/offer additional lunch/recess drop-in session for children who would like opportunities to mentally prepare themselves for camp, talk with their friends and normalise their feelings of nervousness and anticipation. Mr Dylan will also work on a case by case basis for children with high levels of anxiety over the coming weeks leading up to camp.
The teachers and other faculty members attending camp have your child’s best interests at heart and are very experienced in understanding the range of social and emotional needs children have.
If you have any concerns, please contact me directly, as I am here to support you and your child with this new experience.
Important Information Math Learn more about how Math is structured in G5 by attending a G5 Maths Coffee Morning on Wednesday, Sept 19 from 8:30 am to 9:30 am. This will be lead by Ms Beth, our ES Math Coach.
The IT department has kindly offered to order headphones for your child.
Save the dates:
*Tuesday 11th September – Parent Community Morning with Head of School – 8am *Wednesday 26th – 28th September – G5 Overnight Excursion (Camp) *Thursday 27th September – EAL Coffee Morning for new families (Returning families are more than welcome to attend) *Monday 1st October – ES Parent – Teacher Conferences (No School or ASAs for ES) *Monday 8th – 12th October – Autumn Break
The week that was!
“I think that means…”
“I have a picture…”
“I know that because…”
“I wonder…?”
Teaching the Deep 5 reading strategies
Introducing new reading strategies
Clearing Roadblocks
Detailed Retelling
Listening Activity
Last battle
Someone’s about to fall
Number lines…
What’s different?
What’s the same?
Deep Thinking Pose
Word sort discussion – SWI
Categorizing for meaning
Organizing for structure
Organizing for meaning and structure
Figuring it out
Double checking
Checking for meaning
Checking again
Convincing others
Dinner Time Talk :
What identity creations have you seen being made?
Which community focus caused a huge discussion in class this week and why? (Enthusiasm Vs Tolerance)
How many reading responses should you be making per week? (3)
Where will the reading responses go? (Seesaw)
Do I have to comment on your reading responses? (yes)
