SEPTEMBER 2014

A  Selection  of  Handouts  and   Information  

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Year     FOCUS   Page  Number  

MUST  SEE!   NEXT  Hartwell  Parent  Information  Night    Hugh  Van  Cylenburg  –  How  to  Build  Resilience  

This  is  a  must  see  for  all  parents.  

3  

Prep  to  Year  2  

Reading   4  -­‐  5  

Year  3  to  Year  6  

Reading   6  

Prep  to  Year  2  

Writing   7  -­‐  11  

Year  3  to  Year  6  

Writing   12  

Prep  to  Year  2  

Mental  Maths  Games   13  -­‐  14  

Year  3  to  Year  6  

Multiplicative  Thinking   15  

Prep  to  Year  6  

Inquiry  Learning   16  -­‐17  

Prep  to  Year  6  

ICT   18  -­‐  19  

Prep  to  Year  6  

21st  Century  Learning  Skills   20  -­‐  21  

ALL  LEVELS   IMPORTANT  INFORMATION  RESULTS  FROM  TRAFFIC  SURVEY  AND  SCHOOL  MAP  SHOWING  PARKING  

RESTRICTIONS  AND  TIMES  

22  -­‐  24  

 

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WEDNESDAY  5th  NOVEMBER  2014  at  7pm

Hugh  has  been  working  in  educa on  for  over  10  years.  Star ng  out  as  a  primary  school  teacher,  he  then  moved  into  a  posi on  with  Cricket  Victoria  as  a  development  facilitator  working  with  disengaged  adolescents. Inspired  by  this  experience  (and  subsequent  trips  to                Bangladesh  and  Sri  Lanka)  Hugh  returned  to  Melbourne  and  commenced      working  on  his  own  programs  for  schools.  'The        Resilience  Project'  was  born.  Strongly  influenced  by  the  work  of  Professor  Mar n  Seligman  and  Dr  Karen  Reivich,  Hugh's  presenta ons  emphasise  the  value  of  gra tude,    empathy,  kindness,  posi vity,  op mism  and  mindfulness.  Of  note,  Hugh  has  developed  and  facilitated  youth  programs    around              regional  Victoria  and  wri en  and    implemented  programs  for  the  Educa on  Department  and  Step  Back  Think  .

DON’T  MISS  OUT  on  this  fantas c  evening!

Teaching  children  resilience,  op mism  and  perseverance  has  never  been  so  important  in  our  fast  changing  world.  Hugh  is  a  highly  entertaining  and  engaging  speaker  who  will  explain  why  resilience  is  an  important  life  skill  

to  develop  and  how  as  parents  we  can  achieve  this.

Hugh  van  Cuylenburg

B  Ed,  M  Ed,  Grad.  Dip.  Leadership  Management

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 Beginning  and  Early  readers  rely  very  heavily  on  memory  and  need  to  use  the  pictures  to  gain  meaning  from  text  prior  to  reading.    It  is  important  that  you  don’t  cover  the  pictures.  Beginning  readers  need  to  point  to  the  words  as  they  read.  (Child  needs  to  point  under  the  words)  If  children  are  inventing  the  text,  remind  them  that  we  need  to  read  the  words  on  the  page.    

We  want  our  students  to  read  for  meaning  and  not  be  trying  to  sound  out  every  word.    There  are  many  words  that  cannot  be  sounded  out,  we  just  need  to  learn  them.    (Use  the  camera  strategy,  Look  at  the  word,  Say  it  aloud,  then  Write  it.)  

Remember  Reading  is  a  Developmental  Process  –  some  children  may  take  longer  than  others!!  

How  You  Can  Help  At  Home                                

         

         

   

 

Before  Reading…  • Talk  about  the  cover,  look  at  the  

title  

• What  do  you  think  this  book  might  be  about?  (predicting)  

• Browse  through  the  book  looking  at  the  pictures  and  discussing  events  

• Introduce  any  unusual  phrases  or  vocabulary  

The  Three  P’s  • Pause  (allow  child  time  to  work  out  the  

word  ,using  a  range  of  strategies)  

• Prompt  (see  below)  

• Praise  (  I  liked  the  way  your  reading  sounded,  I  like  how  you  worked  out  the  tricky  words,  I  liked  that  you  noticed  an  error  and  corrected  it,  praise  attempts  even  if  not  successful      

Some  Useful  Prompts  • Look  at  the  picture.  

• Look  at  the  beginning  letter(s)/ending  letter(s)  

• Is  it  like  any  other  words  you  know?  

• Try  a  word  that  makes  sense.  

• Reread  the  sentence.    What  word  would  sound  right?    

• Break  the  word  into  parts.  (chunks)  

• I  liked  how  you  found  out  you  had  made  a  mistake  &  you  fixed  it  up  

• Check  it,  does  it  look  right  and  sound  right  to  you?  

• After  successfully  working  out  a  word,    ask  them  how  did  they  know  it  was…?  

Reading Prep - 2

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After  Reading  • Encourage  your  child  to  talk  about  the  story.  Ask  them  to  share  and  compare  their  experiences  to  those  in  the  book.  

Describe  characters  &  events  they  liked/disliked  and  say  why.  • Praise  their  reading.    • If  your  child  is  struggling  with  a  book,  break  the  task  down  you  read  a  page  then  they  read  a  page,  you  read  to  the  

child.  

Activities  for  increasing  your  child’s  bank  of  High  Frequency  words  

• Make  words  out  of  playdough  • Use  flour  or  sand  to  write  words  • Write  words  using  a  paintbrush  and  

water  (children  love  to  see  the  words  disappear)  

• Write  using  a  whiteboard  marker  • Make  words  using  magnetic  letters  • Card  games  using  high  frequency  words-­‐  

snap,  memory  etc  

Activities  to  increase  knowledge  of  letters/  sounds  

• Play  card  games  such  as  memory,  go  fish  using  Alphabet  cards  which  can  be  purchased  at  Kmart  

• Use  magnetic  letters  • Games  such  as  I  spy-­‐  I  spy  something  

beginning  with….  

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READING COMPREHENSION UPPER YEARS (3-6)

WHAT IS IT? Reading comprehension is an active process UPPER YEARS (3-6)

• Good readers construct meaning

• Readers need to have an inner conversation

• We are teaching readers to tap into these inner conversations

 

WHAT DOES IT LOOK LIKE IN THE CLASSROOM?

Students engage in • Literacy circles ( book

discussion groups) • Teacher lead small focus

groups • Reading detectives ( paired

reading activity) • Independent lead

comprehension activities

MAKING CONNECTIONS Students are taught to make connections in 3 ways:

1. Text to Text ( T-T) 2. Text to World ( T-W) 3. Text to Self ( T-S)

These connections allow the students to continuously strengthen their inferential skills and gain an understanding of the wider implications of texts.

PARENT INVOLVEMENT As parents you can:

• Model reading a range of texts

• Listen to your child read aloud

• Ask questions of your child (based on reading strategies)

• Read aloud to your child using expression and discussing elements of the text

• Assist your child to select appropriate reading materials

For  a  larger  version:  https://www.eduweb.vic.gov.au/edulibrary/public/teachlearn/student/nbssa.pdf    

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Writing  in  Prep  –  2    

 Writing  is  an  essential  skill.  It  is  more  than  just  putting  words  on  paper.  Writing  is  a  process  of  communication  that  plays  an  important  role  in  your  child’s  life—both  in  and  out  of  the  classroom.    Children  bring  with  them  to  school  a  wide  range  of  experiences  with  language  and  texts.  These  experiences  are  included  in  the  curriculum  as  valid  ways  of  communicating  and  as  rich  resources  for  further  learning  about  language,  literature  and  literacy.  From  Prep  to  Level  2,  children  engage  with  purposeful  listening,  reading,  viewing,  speaking  and  writing  activities  for  different  purposes  and  contexts.  The  curriculum  in  these  levels  aims  to  extend  the  abilities  of  children  prior  to  school  learning  and  to  provide  the  foundation  needed  for  continued  learning.  The  study  of  English  from  Prep  to  Level  2  develops  children’s  skills  to  expand  their  knowledge  of  language  as  well  as  strategies  to  assist  that  growth.  It  aims  to  do  this  through  pleasurable  and  varied  experiences  of  literature  and  through  the  beginnings  of  a  repertoire  of  activities  involving  listening,  viewing,  reading,  speaking  and  writing.  Learning  to  write  involves  developing  skills,  knowledge  and  understanding  at  all  stages  of  schooling.    

 Stages  of  Writing:  Discussion  involves  providing  a  variety  of  oral  language  opportunities  prior  to  writing.  Drafting  involves  making  notes  of  ideas,  planning  the  text  and  writing  the  text  down  initially.  Creating  involves  children  constructing  texts  based  on  the  shared  and  modelled  writing  experiences.  Revising/  Editing  involves  re-­‐working  a  text  to  improve  ideas  or  amend  the  content.  Revising  involves  editing,  because  it  often  requires  reorganising  the  text,  changing  sentence  structures,  correcting  spelling  and  adding  punctuation.  Conferencing  involves  discussing  texts  with  others  to  engage  in  critical  reflection  and  clarification  of  meaning.  Revising  and  editing  might  occur  during,  or  be  the  result  of,  such  discussions.  Publishing  involves  presenting  the  text  to  its  intended  audience.  At  school,  this  is  often  the  teacher,  although  it  is  good  to  give  children  the  experience  of  writing  for  other  audiences  where  appropriate.    USING  A  SEED:  Many  items  can  be  used  as  a  seed  to  inspire  children  and  encourage  them  to  think  creatively.  A  great  seed  is  anything  that  captures  the  children’s  imagination.    

• A  picture  or  photo  • A  ticket  to  an  event,  train,  airline  etc  • A  story  • A  souvenir  from  an  outing  or  holiday  

Children  unpack  their  thoughts  and  ideas  from  the  seed  to  create  an  idea  for  a  piece  of  writing.  They  can  brainstorm  a  list  of  “gem”  or  interesting  words  and  use  this  vocabulary  to  come  up  with  an  idea  for  a  story  or  piece  of  writing.    To  unpack  the  seed  further,  asking  children  to  SEE,  HEAR,  FEEL,  THINK,  WONDER  will  encourage  them  to  them  to  think  deeply  about  an  idea.    SEE:  What  do  you  see  happening  in  the  picture  or  object?  HEAR:  Think  about  being  in  this  photo  or  where  this  object  came  from,  what  could  you  hear?  FEEL:  How  does  this  seed  make  you  feel  when  you  think  about  it?  THINK:  Does  the  seed  make  you  think  about  anything?  Eg.  Reminds  me  of  a  time  when…  WONDER:  What  does  the  seed  make  you  wonder?  

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     BRAIN  BENDERS:  Asking  children  to  write  in  response  to  open-­‐ended  questions  requires  them  to  further  their  thinking  about  a  concept  or  an  idea.  We  encourage  children  to  justify  their  opinion  by  using  the  word  ‘because’  in  their  response.  Some  BRAIN  BENDERS  you  might  use  include:  

• Would  you  rather  be  a  cat  or  a  dog?  • If  you  were  a  superhero,  what  powers  would  you  give  yourself?  • If  you  could  be  someone  else  for  one  day,  who  would  that  be?  • What  is  the  bravest  thing  you  have  ever  done?  • If  you  could  be  any  animal,  what  would  you  be?  • What  is  something  about  yourself  you  are  proud  of?  • Explain  the  happiest  day  of  your  life.  • What  is  the  best  holiday  you  have  ever  been  on?  • Explain  the  most  special  thing  about  your  family.  • What  if  it  never  stopped  raining?  

 

SENTENCE  STARTERS:  These  can  be  used  in  the  same  way  as  Brain  Benders  to  further  children’s  thinking  and  justifications.  

• School  would  be  better  if…  • On  Saturdays  I  like  to…  • If  I  were  a  teacher  I  would…  • I  feel  happy  when…  • If  I  was  indivisible  I  would…  • I  would  like  a  great  big…  • If  I  were  a  giant  I  would…  • A  good  friend  is  someone  who…  • I  wish  I  could…  • Something  I  could  tech  someone  else  is…  

 

VISUAL  LITERACY:  Using  Visual  Literacy  helps  children  to  think  about  their  topic  before  writing.  It  helps  them  to  think  about  the  language  that  they  will  use  and  encourages  them  to  experiment  with  the  language  they  hear  from  others  (children,  teachers  and  parents).  Some  activities  you  can  use  with  picture  prompts  include;  WHO,  WHAT,  WHEN,  WHERE,  WHY,  HOW?    Giving  your  child  a  visual  prompt,  ask  them  to  come  up  with  as  many  ‘WHO?’  questions  they  could  ask  about  the  picture.  Repeat  asking  WHAT,  WHEN,  WHERE,  WHY  or  HOW  questions  with  the  same  or  different  pictures.  FACT  AND  OPINION    When  looking  at  pictures,  ask  your  child  to  come  up  with  as  many  fact  and  as  many  opinions  as  they  can.  Children  to  draw  upon  their  prior  knowledge  to  assist  with  the  appropriate  language  to  use.  FREEZE  FRAME    A  ‘FREEZE  FRAME’  is  usually  a  moment  in  time  captured  in  a  photo.  When  presented  with  a  picture,  ask  your  child  to  think  about  what  events  may  have  occurred  leading  up  to  the  event  happening  in  the  picture.  You  can  also  ask  what  they  think  is  going  to  happen  next  in  the  picture.  It  is  fun  to  think  about  all  the  possibilities.                

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   WRITING  ACTIVITIES  YOU  CAN  DO  AT  HOME…  

1. Read  from  a  variety  of  sources.  Reading  and  writing  are  linked  –  success  in  one  supports  success  in  the  other.  Read  stories,  newspapers,  advertisements,  instructions,  etc.  to  your  child  every  day  and  then  discuss  what  you  have  read.  

2. Encourage  your  child  to  write.  Children  love  to  make  their  own  birthday  cards,  write  thank  you  notes,  make  place  cards  for  the  table,  or  send  an  email  to  a  friend.  Save  old  cards  from  birthdays  and  holidays  to  recycle  for  homemade  cards.  Whenever  possible,  let  your  child  see  you  writing  –  grocery  lists,  instructions  on  the  family  whiteboard,  emails,  etc.  –  and  get  them  to  help.  

3. Writing  can  be  done  anywhere.  Have  lots  of  magnetic  letters  or  words  on  the  fridge.  Get  a  box  of  chalk  and  write  your  names  on  the  driveway  or  sidewalk.  Get  a  white  board  –  it  can  be  used  again  and  again.    

4. Play  writing  games.  Make  a  game  of  letter  finding.  Show  them  how  to  form  a  letter  and  then  go  letter  hunting  in  your  house  or  in  a  book  –  count  the  number  of  "Ds"  on  a  page.  Find  a  picture  they  like  and  have  them  write  words  or  a  sentence  about  it.  

5. Help  children  build  their  vocabulary.  Try  rhyming  games  starting  with  one  word  such  as  "mat".  Say  and  write  down  all  the  words  that  rhyme,  like  "cat",  "hat",  "fat"  and  "splat".  You'll  be  surprised  how  fast  their  word  list  grows.  

6. Explore  the  meaning  of  words.  Create  a  word  book  at  home  and  have  your  child  add  words  as  they're  learned.  Have  them  note  the  words  they  use  the  most  and  talk  about  why.  

7. Write  to  each  other.  Write  notes  to  your  child  and  leave  them  in  interesting  places,  like  the  lunch  box.  Ask  them  to  write  a  reply  or  come  up  with  something  new.  If  they  have  their  own  email,  email  each  other.  Have  kids  email  jokes  to  family  and  friends.  

8. Don't  limit  what  you  write  with  or  what  you  write  on.  The  sky's  the  limit  –  sticks  or  fingers  in  mud,  earth,  water  and  sand,  sparklers,  steamed  up  windows  and  mirrors,  bubble  soap  markers.  

9. Writing  comes  in  all  shapes  and  sizes.  Point  out  different  ways  writing  is  used  –  letters,  signs,  advertisements,  instructions  –  and  explain  why  they  are  different.  Also  point  out  different  ways  letters  are  created  –  printed,  cursive  (written)  and  fancy  variations.  Let  them  be  inspired  to  create  their  own  letter  art.  

10. Start  writing  at  an  early  age.  Children  often  learn  to  write  before  they  can  read.  Encourage  this  by  showing  them  how  to  print  their  name  or  the  names  of  friends  and  other  family  members.  Buy  them  notebooks  with  lines  so  they  can  learn  to  make  their  letters  correctly  or  a  practice  book  with  letters  they  can  trace.  

11.  “Year  in  Review”  Notebook  -­‐  Keep  an  ongoing  record  of  your  family’s  life,  like  a  journal  or  scrapbook.  Every  family  member  can  add  to  your  family’s  story.  Include  important  events  that  happen  during  the  year.  On  New  Year’s  Eve,  sit  down  and  read  through  your  “Year  in  Review”  and  start  a  notebook  for  the  next  year.  To  add  to  your  story,  include  family  photos  whenever  possible.  

12. Postcards  -­‐  Encourage  your  child  write  and  mail  postcards  on  family  holidays  or  special  outings.  13. Journals  -­‐  On  your  child’s  birthday,  give  him/her  a  special  journal.  Encourage  your  child  to  write  in  his/her  

journal  as  often  as  possible.  14. Make  a  Menu  -­‐  Let  your  child  design  and  write  the  menu  for  a  family  dinner.  This  is  a  great  activity  that  will  

keep  a  child  busy  while  mum  or  dad  is  cooking.  If  some  of  the  words  are  difficult,  write  them  down  on  a  separate  sheet  of  paper  for  the  child  to  copy.  

15. Use  Writing  Prompts  -­‐  Writing  prompts  are  a  great  way  to  help  a  child  begin  a  story.  An  example  of  a  writing  prompt  is  using  a  movie  ticket  of  a  film  they  enjoyed  and  asking  them  to  write  about  it.  

16. Be  Creative  -­‐  Encourage  your  child  to  write  and  perform  plays  or  puppet  shows.  Set  aside  time  for  other  family  members  to  see  the  performance.  

17. Travel  log  -­‐  When  you  go  on  vacations,  trips,  or  special  outings,  have  your  child  record  new  sights  and  experiences  from  his/her  journey.  

18. Copy  -­‐  If  your  child  likes  a  particular  song,  have  him/her  copy  the  lyrics.  Children  can  also  copy  their  favourite  poem,  quotation,  or  short  book.    

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 How  Can  I  Help  My  Child  To  WRITE?    READ!  Read  often.  Read  aloud.  Read  silently.  Read  books.  Read  short  stories.  Read  poems.  Read  cookbooks.  Read  letters.  Read  greeting  cards.  Read,  read,  read,  and  read  some  more!  PROVIDE  WRITING  MATERIALS!  Provide  plenty  of  writing  materials  –  paper  of  all  kinds,  colours,  textures,  and  sizes,  pens,  pencils,  felt  tip  pens,  post-­‐its  –  whatever  will  invite  your  child  to  explore  writing  in  original,  colourful  ways.  Write  Notes!  A  personal  note  –  just  a  few  words  –  tucked  in  a  lunch  box  or  left  under  a  pillow  can  be  a  wonderful  surprise.  If  you’re  lucky,  you’ll  get  a  response.  Writing  doesn’t  always  have  to  be  BIG.  READERS’  THEATER!  Read  a  play  or  any  book  that  lends  itself  to  two  voices.  Your  young  writer  will  soon  have  an  “ear”  for  sentence  fluency.  RESOURCES!  Have  a  dictionary  and  thesaurus  handy!  Use  them  with  care.  For  example,  when  you  use  a  thesaurus,  don’t  take  the  first  word  on  the  list.  Choose  the  word  that’s  just  right!  BROWSE!  Discover  the  fine  art  of  browsing  at  the  local  bookstore  or  the  library.  Look  at  books,  handle  books,  read  pieces  from  books.  What  is  it  about  this  book  that  intrigues  you?  An  opening  sentence?  The  layout?  The  title?  Talk  about  how  they  can  apply  those  skills  to  their  writing.  BE  A  WRITER  YOURSELF!  You  don’t  have  to  be  writing  a  novel  to  teach  valuable  writing  strategies  –  a  simple  shopping  list  holds  a  dozen  potential  lessons  on  word  choice,  organization,  and  conventions.  READING  CORNER!  Where  you  read  can  be  almost  as  important  as  what  you  read.  Most  of  us,  love  to  curl  up  on  the  sofa  or  a  favourite  chair  to  read  a  book.  A  love  of  reading  will  lead  to  a  love  of  writing!  SHARE!  Do  you  write  as  part  of  your  job?  Letters?  Memos?  Reports?  Evaluations?  Advertising  or  promotional  materials?  Directions?  Almost  everyone  in  every  occupation  writes  something.  Share  some  of  your  work-­‐related  writing  with  your  child.    Responding  to  Your  Child’s  Writing    Keep  it  Positive!  Look  first  for  what  is  well  done,  and  praise  this  work  lavishly.  Donald  Murray  says,  “We  learn  to  write  primarily  by  building  on  our  strengths.”  So  often,  in  the  name  of  helping,  we  feel  tempted  to  point  out  all  of  the  problems  and  errors  we  see  in  others’  writing.  This  approach  tends  not  to  work  well.  If  overdone,  criticism  makes  young  writers  feel  both  hopeless  and  defensive.  It  is  usually  much  more  effective  to  help  them  see  what  they  are  doing  well.  Be  Excited!  This  is  one  of  the  most  important  things  you  can  do.  Eager  listeners  usually  get  more  (and  improved)  writing  next  time.  So,  let  your  child  know  you  value  his/her  efforts,  and  cannot  wait  to  hear  the  next  piece.  When  There  is  a  Problem…  Don’t  get  the  idea  that  writers  do  not  need  suggestions  for  improvement.  Of  course  they  do.  But  the  power  of  your  suggestions  may  lie  a  great  deal  in  how  you  phrase  them.  When  giving  feedback,  try  focusing  on  your  own  response  as  a  reader  and  begin  with  “I  saw”  or  “I  felt.”    Be  the  Coach  -­‐  Not  the  Writer  You  can  help  your  child  to  write  by:  ~  Brainstorming  topics  and  ideas  ~  Talking  through  a  story  or  informational  piece  ~  Providing  ideas  on  how/where  to  get  information  ~  Being  a  listener  –  or  reader  –  during  the  writing  process  ~  Asking  questions  to  guide  revision  ~  Brainstorming  possible  leads  or  endings  ~  Sharing  correct  spelling  of  words,  correct  use  of  punctuation  or  other  editorial  tips        

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     HARTWELL  WRITING  VOCABULARY      

MAGIC  MONDAY  On  Mondays,  children  have  the  freedom  to  Write  from  the  Heart.  Teachers  present  a  stimulus  or  the  students  bring  their  own  and  the  students  choose  the  way  they  present  their  writing.  

FREAKY  FRIDAY  

Friday’s  writing  session  is  used  to  “polish”  a  piece  of  writing.  They  may  wish  to  finish  a  piece  of  writing,  publish  a  finished  /  edited  piece,  improve  a  piece  that  they  created  throughout  the  week  or  illustrate  a  completed  piece.  

WALT   We  Are  Learning  To…  WILF   What  I  am  Looking  For…  

WRITER’S  NOTEBOOK  

Writer’s  Notebook  is  the  vehicle  to  drive  students’  writing.  The  Writer’s  Notebook  consists  of  a  section  for  Writing  from  the  Heart  and  a  Genre  writing  section.  

GEM  WORDS  Gem  words  are  special  words  that  students  use  in  their  writing.  It  may  be  a  unique  or  unusual  word  that  a  student  uses  in  their  writing.    

JUNK  DRAWER  Junk  Drawer  writing  is  a  piece  that  students  create  containing  three  short  ideas.    

TREASURE  CHEST  /  JEWEL  BOX  

Treasure  Chest  /  Jewel  Box  writing  is  where  the  students  choose  one  key  idea  to  create  a  whole  writing  piece.  

BUZZ  BUDDIES  Buzz  Buddies  is  a  term  that  refers  to  the  students  turning  and  talking  to  a  partner.  

MEDAL  AND  MISSION  

When  providing  students  with  feedback  during  share  time,  the  language  “Medal  and  Mission”  may  be  used.  A  medal  is  telling  the  students  something  they  have  done  well  and  a  mission  is  something  they  can  work  on  next  time.  

SPELLING  MONSTERS  

A  Spelling  Monsters  page  is  a  personal  spelling  list  that  the  students  continually  refer  and  add  to.  Teachers  select  words  to  be  put  in  to  the  Spelling  Monsters  page  from  students’  own  writing.  These  are  words  that  students  need  to  work  on,  in  order  to  develop  their  writing.  

                           

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Writing at Hartwell Primary School: Years 3-6

The vocabulary we use: Writers’ Notebooks: all writing is kept here, including drafts Spelling Monsters: personalised list of spelling words that each child compiles Magic Monday: writing from the heart Freaky Friday: publishing or polishing a piece Seed packet: a list of ideas Junk drawer writing: three short ideas Treasure Chest: a whole piece, incorporating one key idea, that is publishable quality Gem words: magnificent vocabulary WALT: We Are Learning To WILF: What I am Looking For Digging out the crystals Buzz Buddy: a partner with whom you articulate your ideas Medal and Mission: evaluate a piece and award it a medal for an element and give the writer a mission What you can do at home:

• Articulate – encourage your children to voice their ideas before they write • Develop their vocabularies – use interesting/rich words and praise your children when they

do too • Write all the time: shopping lists, messages, etc. and outsource these to your children • Discuss books and movies and unpick how they’re structured

Resources: Fletcher, Ralph (1996) A Writer’s Notebook Harper Collins, New York Fletcher, Ralph (1999) Live Writing Harper Collins, New York Fletcher, Ralph (2000) How Writers Work Harper Collins, New York Moss, Marissa (1995) Amelia’s Notebook Simon and Schuster, New York Marg D teaching posters – writer’s notebooks: http://margdteachingposters.weebly.com/writers-notebooks.html

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Maths P-2

MENTAL MATHS GAMES “As  learners  participate  in  the  playing  of  instructional  games,  the  manipulation  of  materials  and  verbalisation  of  actions,  thoughts  and  interpretations  assist  in  the  construction  of  mathematical  concepts.  An  element  of  chance  ensures  that  each  player  has  an  opportunity  to  win  and  build  self-­‐esteem.  Games  themselves  are  seen  as  fun,  not  only  providing  motivation  but  also  ensuring  the  full  engagement  on  which  constructing  learning  depends.”    (Booker,  1998)  

1. NUMBER ROLL Each pair of students needs a strip of paper and a die - one student to roll the die and the other student to count by the number given. When a 2 on the die is rolled the partners swap roles. This continues until the given time is up. (approx.2 minutes) The student with the largest final number which is correct in the count wins. Students can count by ones starting from zero and then from different numbers, both forwards and backwards. They could also practise counting by 2s, 5s, 10s extending to other multiples.

2. PLACE VALUE PATH Roll 2 nine sided dice and decide what value each digit has. Place on the path. You only can move when you keep the numbers in order from smallest to largest. The last number entered is the winner! Extend to larger numbers. (See attached sheet for the path)

3. DICE UP - DICE DOWN A target is set. Eg. 50 All children start with a score of 10. Each child rolls the die in turn. If they throw an even number they add this to their score. If they throw an odd number, they subtract this from their score. Each child records their own running score. (could use a number line or hundreds chart) The first person to reach or pass the target number wins. The target number and starting score could be increased and two dice used and totalled for each turn. Younger children could play this on a calculator.

4. HIGH CARD – ADDITION (A game suitable from Prep to Year 6) Two students place a deck of cards in front of them face down. Remove the Kings, Jacks and Jokers. The Ace represents the number one and the Queen represents a zero. All other cards are face value. Children share out all the cards and place their cards in front of them in one pile. Player one turns over his/her top two cards and adds them up. ie 7 and 10 =17. Player two then turns over his/her top two cards hoping to get a higher score than player one. Whoever has the higher score takes all 4 cards and places them at the bottom of their pack. Play continues until teacher says stop or all cards are used. Player with most cards wins. VARIATIONS: Turn over three cards, subtraction, turn over three cards and add and subtract between cards to make the greatest total, make the largest 2/3 digit number, multiply.

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5. MAKE TEN - A game suitable for students from Prep to Year 2.

Children play games in pairs. All picture cards and tens removed leaving numbers 1 – 9. Place 9 cards face up in three rows of three, similar to the channel 9 logo on TV. The remainder of the deck are placed on top of the cards, face up until all are gone leaving the nine piles of cards. Students take it in turns collecting two cards that when added together make ten. This continues until all cards are removed. Children need to say aloud the combinations as they collect the pairs.

6. NUMBER LIMIT –You need a pack of 40 – 50 cards numbered 0 -10. Working with a partner, the cards are shuffled and dealt. Children look at their cards. A number limit is set. Eg. 30 Children take turns to place a card face up in the middle. The total is added as each card is added to the pile. When the total passes the number limit, that player receives a point. The centre pile total returns to zero and play resumes. The winner is the player with the least number of points. The game is over when all the cards have been played. Variations: Play so that the winner is the one with the most number of points. Play a subtraction version starting with 30. Zero is the number limit. Younger children use cards 0 – 5.

7. COVER UP – CHOOSING AND USING OPERATIONS A game suitable for students from Year 1 to Year 4. Children play the game in pairs. A deck of cards with all pictures removed. Game board with the numbers 1 – 20 displayed in a grid. Each child has 7 counters of the same colour. Their partner has a different colour. Children take it in turns taking two cards at a time from the top of the deck and add or subtract the numbers to make an answer from 0 – 20. One of their seven counters is placed on that number. The objective is to get rid of all counters first. If a student lands on top of a number that has their partner’s counter on it they take the place and send the counter back to their partner. Students can have more than one counter of their own on the same number but if their opponent lands on that number all counters are sent back home. Variations: use 3 cards, use dice instead of cards, allow any operation, simplify the game by using a 0 -12 board and 1 = 6 cards or a 6 sided dice.

8. WHAT’S MY NUMBER? I’m thinking of a number between 250 and 500. Children to ask yes/no questions until the number is known. Encourage questions that eliminate lots of possible answers. eg. Is it odd? Is it between 300 and 500? Is it a multiple of 5? Can they work out the answer in 10 guesses? Variations: use numbers to 100, larger numbers, decimals, etc depending on the ability of the child.

9. 100 SPIN - Children take turns to spin the spinner and add the number to a running total. The first person to reach 100 or a given number is the winner. You can add your own variations to this activity. Eg. Use money spinners instead.

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Maths Years 3 – 6: Multiplicative Thinking  Multiplicative  thinking  is  indicated  by  a  capacity  to  work  flexibly  with  the  concepts,  strategies  and  representations  of  multiplication  (and  division)  as  they  occur  in  a  wide  range  of  contexts.    For  example:                      Ideas  to  help  promote  and  develop  multiplicative  thinking  in  your  child:  

• Practise  times  tables  (up  to  10  x  10)  in  a  variety  of  ways  to  develop  automatic  response  to  them.  Children  should  know  all  tables  automatically  by  the  end  of  Year  4.    Use  a  variety  of  ways  to  learn  times  tables,  including:    

Ø Reciting  Ø Skip  counting,  Ø Card  games  (flip  over  2  cards  and  quickly  multiply  numbers  or  find  2  cards  that  when  multiplied  

give  an  answer  of  56,  32  etc)  Ø Dice  games  (using  two  10  sided  dice  roll  and  multiply  numbers,  add  answers  to  see  who  has  the  

largest  answer  after  5  turns)    Ø Grids  Ø Bingo  Ø Computer  games    

• Extend  mental  strategies  for  multiplication  (  doubling,  halving,  multiplying  and  dividing  by  10,  100,  1000)  • When  shopping,  allow  them  to  count  and  handle  the  money,  compare  prices  between  items  when  looking  

for  best  value,  discuss  how  they  estimate  and  work  out  money  problems  • Cooking:  changing  amounts  eg  changing  a  recipe  for  4  into  one  for  6  whilst  keeping  ratios  of  ingredients  

the  same  • Play  games/  pose  problems  and  discuss  their  thinking.  Allow  them  to  explain  how  they  work  maths  

problems  out  (including  estimating)  through  words  and  pictures.  

Some  suggested  websites:  http://resources.woodlands-­‐junior.kent.sch.uk/maths/timestable/interactive.htm  (Google  ‘times  tables  games’  –  there  are  loads  of  sites  to  choose  from.  Just  remember  children  only  need  to  learn  up  to  10  times  table.)    http://www.coolmath-­‐games.com/    https://www.mangahigh.com/en-­‐au/  (All  Hartwell  children  have  a  login  for  this  website)  http://www.amathsdictionaryforkids.com/    

 

3  bags  of  sweets.  8  sweets  in  each  bag.  How  many  sweets  altogether?    

A  school  canteen  offered  4  types  of  bread  or  rolls,  6  different  sandwich  fillings,  3  flavours  of  milk,  5  choices  of  health  bars  or  snacks,  and  4  choices  of  fruit?  How  many  different  lunch  orders  comprising  at  least  a  sandwich  or  roll,  a  drink,  and  a  piece  of  fruit  were  possible?  

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The questions children ask remind us that the search for meaning is fundamental to what it is to be human. The urge to inquire activates thinking on many levels and in many forms. When we seek to make sense of the world around us, we wonder, we plan, we analyse, we create, we reflect. At its very heart, inquiry is all about thinking – thinking in order to make meaning. The benefits of an inquiry-based approach to teaching and learning have been well documented over several decades of educational research. Kath Murdoch

Students  are  given  a  question  to  prompt  thinking  about  a  topic,  ie.  ‘How  Has  Immigration  Changed  Australia?’,  ‘How  Has  Science  Changed  Our  Understanding  of  the  World?’,    ‘How  Does  a  Garden  Grow?’  These  questions  prompt  immediate  thought  and  wonderings.  Teachers  facilitate  the  inquiry  journey,  providing  ways  to  interpret  new  information  and  share  understandings.  Students  develop  a  set  of  skills  (learning  assets)  that  are  transferable  into  the  21st  Century  world.    The  Inquiry  has  a  clear  pathway  and  skills  are  taught  along  the  journey  in  order  to  support  the  learning  process,  for  example  if  we  want  to  find  out  from  our  family,  we  can  explicitly  teach  students  the  skill  of  how  to  interview  (asking  questions,  taking  notes  etc).      THE  PHASES  of  INQUIRY      

     

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   THE  TEACHER’s  ROLE                        SKILLS  STUDENTS  WILL  LEARN  (LEARNING  ASSETS)        

 

 

     INQUIRE  into  INQUIRY    Research:      http://kathmurdoch.com.au/    Sample  Pages  inquiry  and  Thinking:  http://www.curriculumpress.edu.au/sample/pages/9781742003139.pdf    Interesting  Watching:  The  Fairy  Scientist:    http://www.youtube.com/watch?v=akk5EvTMGKo    Neil  Degrasse  Tyson:  Want  Scientifically  Engaged  Children  –  Get  Out  of  Their  Way?  http://www.youtube.com/watch?v=AIEJjpVlZu0    Sir  Ken  Robinson:  Do  Schools  Kill  Creativity?  http://www.ted.com/talks/ken_robinson_says_schools_kill_creativity      A  Great  App!           And  the  website….  http://wonderopolis.org  

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Information Communication Technology at

Hartwell ICT  is  woven  throughout  all  areas  of  our  AusVels  Curriculum  and  is  assessed  from  Year  3  onwards.  At  Hartwell,  students  are  taught  a  range  of  ICT  skills,  starting  at  Prep,  which  they  are  expected  to  engage  in  and  use.  It  is  important  that  students  are  exposed  to  a  range  of  different  ICT  tools.  ICT  is  ever  changing  and  as  teachers,  we  ensure  that  we  keep  up  to  date  with  new  and  exciting  21st  century  technologies  through  engaging  in  ongoing  professional  development.    Listed  below  are  some  ‘whiz  bang’  apps  that  we  use  at  Hartwell  within  our  Learning  Communities  with  a  brief  description  and  ideas  for  how  you  could  use  them  with  your  child.  All  the  apps  listed  below  can  be  tailored  to  meet  the  individual  needs  of  all  ages  and  levels.  Most  of  these  apps  are  free  to  download.  The  few  that  aren’t  are  only  a  few  dollars!    

1. WISHBALL This app can be tailored to all levels of the curriculum but is mostly suited for Year 2 and above. In the learning environment we use this app as a whole class warm up, in groups and as an independent ICT activity to reinforce the understanding of place value. Students challenge their understanding of place value in whole numbers and decimal fractions, from 0.001 to 9999. They can either add or subtract numbers to reach a target number. Play wishball at home with your child to help them reinforce their place value and number knowledge!

2. INSPIRATION This app is used to help students organise their ideas and information at the beginning of a project. The students use Inspiration to quickly brainstorm, clarify thoughts and plan written work. They can switch quickly from mapping and brainstorming with one click to begin the writing process. The students are able to communicate their ideas clearly with slides and easy to use presentation tools. Inspiration is used within all areas of the curriculum. Use inspiration at home to help your child plan writing ideas, family holidays, birthdays and to show their interests and hobbies!

3. ADOBE VOICE Adobe Voice is one of our latest apps at Hartwell. Adobe helps students to create stunning, creative and inspirational animated videos in minutes. No filming — just talk to tell your story. The students can pick from over 25,000 iconic images to show their ideas and Adobe Voice automatically adds cinematic motion and a soundtrack. Adobe Voice can be used in all areas of the curriculum. We have used it in some learning communities to help motivate students to brainstorm ideas for Writer’s Notebook and as an effective reflection tool. Use Adobe Voice at home to reflect on family holidays, special events and birthdays!

4. POPPLET Popplet is another fantastic way for our students to plan their ideas and is similar to inspiration. Some ways that we use Popplet in our Learning Communities: + Explore Ideas: brainstorming, mindmapping + Plan Projects: diagrams, process charts, writing ideas + Record Thoughts: journals, notes, lists, holidays, writer’s notebook + Collect Inspiration: travel ideas, scrapbook, favourite things, creative thoughts and photos + Create Galleries: photo albums, portfolios, presentations

5. BOOK CREATOR The simple way to create beautiful iBooks, right on the iPad. The students find this APP so easy to use, that many can open it for the first time and know intuitively what to do. Book creator is fantastic for all ages and is a fantastic app that supports our Literacy Curriculum. This would be a fantastic app to use in collaboration with your child to create stories, arrange family pictures and art into a beautiful eBook to share.

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6. WORD WIZARD Word Wizard is a unique app that lets students hear the sounds of letters and words using a talking movable alphabet. Featuring advanced text to speech capabilities, the app can pronounce and spell-check an unlimited number of original words and sentences built using a phonics movable alphabet. Use this app at home to help reinforce your child’s understanding of sounds and spelling patterns. You can track your child’s progress and create spelling tests that give you detailed reports. Mostly suited for the younger levels.

7. MATHBOARD MathBoard will allow you to configure the app to best match the abilities of individual students. More than just standard drills, MathBoard encourages students to actually solve problems, and not just guess at answers. This is done by providing multiple answer styles, as well as a scratchboard area where problems can be worked out by hand. Students can also turn to MathBoard's Problem Solver for further help. This powerful teaching feature walks students through the steps required to solve addition, subtraction, multiplication, and division equations. Use MathBoard at home to help give your child extra support within their mathematical understanding of addition, subtraction, multiplication and division.

8. KEYNOTE Keynote is the mac version of Powerpoint but with many added features. At school the students mostly use Keynote as a presentation tool, especially in inquiry. The students can hook their iPads up to the Apple T.Vs on our Interactive Whiteboard and present their findings to large groups. Keynote is a great app that your child can use to present their homework on. They just need to save their presentation to a USB and bring it to school to share.

9. WONDEROPOLIS Wonderopolis offers daily content through a Wonder of the Day, containing a curious question, written text, vocabulary words, graphic images and video to fuel learning, and inspire curiosity and exploration. Wonderopolis also offers learners of all ages the opportunity to publish content and participate in ongoing conversation around wonder. Teachers use Wonderopolis at school with their whole class to explore Wonder of the Day! Wonderopolis is a fantastic app to use at home with the whole family! It can help your child build their creativity and ask questions!

10. SKOOLBAG Skoolbag is the ultimate school to parent communication tool. This School Mobile App provides Hartwell with an easy way to tell parents everything they need to know about school news, newsletters, events calendar, cancellations, school notices, school information, school timetables, parent sick note forms, school documents and much more. No more lost paper in school bags!

11. DISCOVR Discovr Apps makes it easy to discover new apps for your iPhone & iPad. Simply search for an app that you like and Discovr will show you how the apps you choose are connected in a massive, never-ending map of the App Store. Discovr also gives you great recommendations for other apps to download. This app is fantastic if/when you find it difficult to know where to start when downloading apps!

12. QRAFTER At school Qrafter is used by the teachers and students to create QR codes. In the senior school, students can create QR codes to present their work in a colourful and creative way! We can display QR codes around the learning spaces. Students are able to scan and view the work of others. You can use a QR code generator website such as www.classtools.net to create your own QR codes. Create QR codes at home as a fun way of organising treasure hunts, birthday games, listing recipe instructions etc…

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           THE  NEED  TO  BE  FORWARD  THINKING  –  schools  continue  to  change    

Skill  and  Attributes  of  Schools  and  Workplaces  in  3  Generations       Classrooms  (Primary)   Work  Place  

60s/70s   • Lecture  type  lessons  • Copy  and  colour/illustrate  • Chalk  and  talk  • Marks  /10  –  based  on  correct  answer  • 12  sums  by  12  spelling  on  chalkboard  • 1  x  reading  text  for  the  yea  and  school  paper  

magazine  • Everyone  did  exactly  the  same  work  • Desks  

• 1  job  for  life  was  the  norm  • finite  knowledge  • Girls  –  nurse,  secretary,  

teacher,  retail,  homemaker  • Boys  –  Tech  School,  

apprentice,  teachers,  farmers  

80s/90s   • More  group  work  and  differentiation  • Social  skills  became  more  important  • Students  were  involved  in  ‘investigations’  • Buildings  started  to  open-­‐up,  dual  teaching  as  

schools  were  renovated  • Mod  5s  –  double  portables  • Expanded  view  of  education  –  camps,  specialist  

subjects  • Early  use  of  ICT  –  Apple  IIE’s  • Tables  replaced  desks  

• Use  of  computers  • Greater  number  of  jobs  • Beginning  of  mobile  

technology  • People  begin  to  travel  

internationally  

2000  -­‐  2015   • Flexible  teaching  spaces  • Movable  furniture  • E-­‐learning  and  mobile  technology  the  norm    • Inquiry  Learning  • Student  voice  and  student  leadership  important  • Students  encouraged  to  be  reflective  and  self  

motivated  • Emphasis  on  concrete  materials  and  building  

understanding  BUT  English  and  Maths  are  VITAL  –  more  than  ever    

• Jobs  may  not  be  invented  • Likely  to  be  in  :-­‐  

Aged  Care  Sustainability  Travel  etc  

• Work  from  home  option  • Global  workplaces  (flexible  

hours)  • Collaboration  and  

interpersonal  skills  are  important  

v Most  successful  students  will  create  a  niche/job  to  sell  their  product  

 

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 The  SKILLS  we  need  to  be  teaching  our  students  include  (refer  to  HPS  visual  diagram):    

 -­‐  Innovation  and  creativity          -­‐  Collaboration    -­‐  Co-­‐operation              -­‐  Adaptability  and  Flexibility    -­‐  Confidence              -­‐  Good  communicators    -­‐  Resilience  and  optimism          -­‐  Curiosity  and  imagination    -­‐  Critical  thinking    -­‐  Articulate    -­‐  effective  oral  and  written  communication    

                                                   INTERESTING  ARTICLES    http://www.21stcenturyschools.com/what_is_21st_century_education.htm    THE  CHANGING  WORLD    Did  You  Know  2014  http://www.youtube.com/watch?v=XrJjfDUzD7M    A  Vision  of  K-­‐12  Students  Today  http://www.youtube.com/watch?v=_A-­‐ZVCjfWf8    

   

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                                                             Hartwell  Primary  School  Traffic  Survey   A  Traffic  survey  was  deployed  across  Hartwell’s  parent  community  in  October  2013  and  156  parents  completed  the  survey  -­‐  most  respondents  do  not  live  a  significant  distance  from  Hartwell  but  the  high  level  of  time  dependent  activities  (such  as  starting  work,  sport  or  transporting  other  children  to  school  or  kinder)  highlighted  a  core  need  for  smooth  and  effective  drop  off  and  pick  up  processes.        Parent  responses  from  the  survey  indicate:  1. Parking   in   the  2   and  5  minute  parking   zones   in  particular   creates   issues   and   it  was   generally   commented   that   these  

short  term  parking  zones    be  used  as  drop  off  and  pick  up    zones  only.    2. Safety   concerns  where   consistently  mentioned   in   regards   to   parking   on   curbs   and   corners,   double   parking   to   allow  

children  to  get  into  or  out  of  cars  mid-­‐road  and;  3. Non-­‐observance  of  ‘one  way’  restrictions  on  Merton  and  Milverton  Street  also  featured  as  core  concern  for  parents.     The  survey  offered  several  strategies  to  improve  the  flow  and  safety  of  traffic  at  Hartwell:  • more  stringent   ,   formal  and   informal    enforcement    of   the  5  and  2  mins  parking  zones,   improved  signage   in   these  

zones;  • parent  education  on  parking  and  traffic  rules,    and;    • more  permanent,  Council  generated  changes  to  the  traffic  conditions  and  restrictions  surrounding  the  school-­‐  most  

especially  the  one  way  road  restrictions  on  Merton  and  Milverton  Streets.      The  following  are  a  small  extract  of  feedback/comment  from  parents  that  highlight  the  key  areas  of  concern  for  people  who  responded  to  the  survey,  and  a  fair  indication  of  the  range  of  views  regarding  the  parking  and  traffic  situation  around  Hartwell  PS.    

One-­‐  way  street  issues  “Parents/drivers ignoring one way street signs and also parking on the wrong side of the road, particularly, Milverton Street then exiting against the traffic causing traffic congestion”  Parking  on  curbs  and  corners    “Parents stopping longer than 2 minutes in the 2 minute parking drop off/pick up area. Parking too close to corners blocking cars into side streets. And parents sitting in the middle of the street waiting for the 2 minute pick up/drop off area”.  Double  Parking  /  Propping  “People stopping in the middle of the street to pick up/drop off children - very unsafe practice”  Attitudes  and  Driving  Behaviour  “People ignoring the traffic rules; a lot of people seem to think that once they have dropped off/picked up their children it is then OK to speed past the school ignoring the safety of all other children”;

 Increased  Council  monitoring  has  occurred  since  the  survey  was  conducted,  and  a  number  of  council  infringement  notices  have  been  issued  to  drivers,  and  the  school  community  is  keen  to  ensure  a  safe  but  workable  traffic  and  parking  arrangement  for  all  community  members.    Work  in  this  area  will  continue  to  establish  a  safe  school  and  surroundings  for  our  children.    

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Hartwell Primary School Map  Below  are  some  clarifications  on  the  parking  restrictions  for  the  roads  surrounding  Hartwell  Primary  School  

Please  note  that  Milverton  Street  and  Merton  Street  are  one  way  

streets  between  8am  –  9:30am  and  3pm  –  4pm.  

               

No  Stopping  –  you  cannot  stop  here,  even  briefly.  No  Parking  –  you  can  stop  here  for  up  to  two  minutes  to  pick  up  or  drop  off  passengers,  but  must  stay  within  three  meters  of  the  vehicle.    2  minute  parking  –  the  time  starts  from  when  your  car  stops  in  this  zone.  You  can  leave  your  car  but  cannot  overstay  two  minutes.      5  minute  parking  –  the  time  starts  from  when  your  car  stops  in  this  zone.  You  can  leave  your  car  but  cannot  overstay  five  minutes.      2  hour  parking  –  the  time  starts  from  when  your  car  stops  in  this  zone.  You  can  leave  your  car  but  cannot  overstay  two  hours.      All  day  parking  –  you  may  park  here  all  day.      Parking  near  intersections  –  you  must  be  at  least  10  meters  from  an  intersection  when  you  park  your  car.    Double  parking  –  it  is  illegal  to  parallel  park  next  to  another  car  without  being  in  a  parking  bay.    Disabled  parking  –  you  must  have  a  special  disabled  parking  permit  to  park  here.    

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