Welcome to Curriculum Night

.

AGENDA

• Teacher introduction and welcome• Ice breaker - Clapping Activity • Written Curriculum – provide an overview of…

– Grade level units of inquiry– Literacy Programme– Math Programme– Home Learning

• General routines• Key grade level events• Communication/Blogs • Student Portfolio

LET’S CLAP!!

LET’S CLAP!!

• Learning Intention: To clap in a musical way

LET’S CLAP!!

Learning Intention: To clap in a musical way

Success Criteria: I can clap rhythmicallyI can clap using dynamics (expression)I can clap with emotion.

Learning Intentions

We are learning to…• Understand the value of the portfolio in the

reporting cycle.• Gain an overview of how math, literacy and

units of inquiry are taught at CDNIS.• Understand basic expectations for your child

in Grade 4C• Better understand on how to support your

child’s learning at home• Understand general routines and procedures

Success Criteria

• Follow along as the teacher explains• Ask questions if you don’t understand• Spend time at home to read curriculum

documents, overviews and information posted on the 4C Blog

• Be actively involved in your child’s learning

PROGRAMME OVERVIEW

Where does it come from?• IB Scope and Sequence Documents• First Steps • Collaborative reflective practice – ongoing

review and assessment• Understanding the needs of a 21st century

learner

UNDERSTANDING (Central Idea/Concepts)–

powerful ideas that students explore and

develop a coherent understanding

KNOWLEDGE –significant, relevant content

SKILLS – research, communication, self-

management, social, thinking

ATTITUDES/ATTRIBUTES– e.g. thinker,

principles, commitment, tolerance

ACTIONdemonstrates student

initiated learning; “putting it into practice”

How best will we learn?

How best will we learn?

Technology:

• Accesses the wealth of global information• Stimulates learning• Extend learning beyond the classroom• Teaches digital literacy skills

How best will we learn?Transdisciplinary Learning

• Learning links with literacy, math, social studies, science, geography, art, etc.

• Emphasis on disciplines varies in each unit• To create authentic learning

STAND ALONE LESSONS

• Focuses on math or literacy skills• Regular or daily lessons• Whole class or small group learning, centre

rotations• An inquiry approach used as a way of learning

Based on the model presented in Kathy G. Short’s article “The Search for ‘Balance’

Comprehension StrategiesITTMPredictingMaking ConnectionsVisualizingInferringQuestioningSynthesizingSummarizingClarifying

Book ClubLiterature CirclesIndependent ReadingRead Alouds

Reading During Inquiry

How can you support reading at home?

• Encourage reading for enjoyment• Read with your child on occasion• Discuss what they are reading• Encourage reading of multi-modaltext types (including magazines,newspapers,

comics, non-fiction, etc...)

•Use of Texts

•Contextual Understanding

•Conventions

•Processes and Strategies

•Inquiry/Investigation

•Reflections

•Independent Writing

•Digital Literacye.g. blogging, email

How can you supportwriting at home?

• Encourage writing for a purpose - notes to grandparents, holiday journals, shopping lists, etc.

• Teach independence• Provide an environment for thinking and writing• Online communication• When proofreading, identify mistakes together

Mathematics in the PYP

Number

Pattern & Function

Shape & Space

Measurement

Data Handling

5 Strands Learning Math model

Sharing prior knowledge, using manipulatives to show what is known, asking questions for inquiry, goal setting, active learning,

Transferring understanding into symbols, making connections, reflecting, using mathematical vocabulary

practical hands-on applications, problem solving, investigations, presenting new mathematical knowledge

sharing/showing prior knowledge,hands-on, experimenting, talking, active learning

e.g. model addition strategiese.g. understand standard units to measure area

using mathematical vocabulary, symbols, writing, making connections

applying new knowledge, problem solving, focus onauthentic tasks and inquiry

Mathematics

• Linked as much as possible to the units of inquiry

• Transdisciplinary and Stand Alone units

• Regular practice of mental math skills or working with numbers

• Math Problems and Challenges

How will we know what we have learned?

Types of Assessments:

Diagnostic assessment – what students already know and understand

Formative assessment – continuous assessment of the 5 essential elements; continuous exploration of learning styles and individual needs

Summative assessment – a “final summary” of students’ understanding and skills

How will we know what we have learned?

ASSESSMENT STRATEGIES

Open-ended tasks, selected responses, process focused, observations and dialogue, paper/pencil tests, self-assessments, peer assessments

ASSESSMENT RECORDING TOOLS

Rubrics, checklists, continuums, anecdotal notes, verbal feedback

*Success criteria is often student generated (with teacher guidance)

HOME LEARNING GRID

• Homework policy• Based on Ian Lillico’s Homework Grid• Children need life skills as well as academic

skills to cope with life beyond school and home.

• Parents and teachers work together• Allows flexibility

HOME LEARNING GRID

• to prepare for lessons in class • to share learning at home in class• To develop attitude/attributes – independent

inquirer, commitment, responsibility• To develop skills – self-management skills,

research skills• Build study habits, foster independent learning• Promotes a balanced lifestyle

HOME LEARNING GRIDExpectations

• Parent signature on the grid• Use the homework diary as planning tool• Children complete tasks independently• Possibly differentiated grids in the future• Parents support their children with planning and

managing their activities• Positive reinforcement and encouragement• Feedback on effort, shared• Diaries checked randomly for organization

Other Information

• General Routines• Key Grade Level Events• Communication• Birthdays• Elective Absences

Reporting Timeline

Portfolios

Learning Intention: • To understand the value of the portfolio in

the reporting cycle.• To learn different ways of using the portfolio

to engage your child in a discussion about his/her learning.

Portfolios

What do you know about the Student Portfolios?

(Pre-Assessment) How do you make the portfolio a positive and useful experience?

(Think/Pair Share) How do you see your role in the Student Portfolio? How would you like to be involved?

THANK YOU FOR LISTENING!

Please complete the exit pass.

What are two things you learned tonight?

What do you wonder? What questions do you have?