The teachers in Grade 3 in 2017 are Ayse, Bron, Emma and Imogen.
Welcome back! Welcome back to term 2 which promises to be as eventful and exciting as our first term. I trust you have all had a good break and are well rested. We are looking forward to a number of excursions and celebrations of learning. Read below to find out more about our learning foci for this term.
Literacy - Daily 5
The Grade 3 teachers will work alongside each student to ensure that they have an individual reading goal based on the Café Literacy program (CAFÉ being an acronym for Comprehension, Accuracy, Fluency,Expand Vocabulary), focused at their point of need.
Each student has a reading goal from the Café Literacy. The Parent Pipeline sheet outlines what their goal is and how you, as their parent/guardian, can assist them in achieving their objective. Students are encouraged to use this goal when they read each night at home.
Daily 5 sessions will continue to provide opportunities for students to focus on their Reading Goals, through small and teacher-focused groups. Students will participate in these sessions daily which include five tasks: Read to Self, Read to Someone, Listen to Reading, Work on Writing and Word Work.
In Term 2, students will continue to focus on:
Comprehension (making inferences and supporting these with evidence from the text; cause and effect; and summarising)
Accuracy (accurately reading the text, cross checking, trading/guessing words and chunking)
Fluency (incorporating expression when reading aloud)
Expand Vocabulary (using word parts to determine the meaning of words, and understanding the origins of words)
Your child will be involved in small group focus sessions that will cater for their individual needs. They will also be involved in conferencing with their teacher to establish a reading goal in which they will work on over a set time.
During each term we cover a variety of text types to ensure that students have a wide range of skills to apply to their writing. This term we will be focusing on writing narratives, persuasive texts, information texts and explanations. We will be learning about effective ways to plan our ideas before writing. We will be refining and consolidating our skills on the different structure and language that we can use when writing a narrative or persuasive text by using mentor texts (examples of texts). During our unit on information texts, we will focus on collecting effective and relevant information as well as grouping information into different categories. The use of subject specific vocabulary is covered, along with re-wording information to support our own ideas.
Writer’s Workshop will link in closely with Daily 5 sessions. Students will be encouraged to utilise what they’ve learnt through their Daily 5 sessions in their writing. All students will select a Writing Goal that will assist them in improving their writing, and this will be regularly revisited to ensure that they are on task.
Writer’s Workshop sessions will focus on narrative, persuasive, information report and description text types. Conferencing groups and ‘needs-based’ focus groups occur most sessions, thus enabling teachers to identify students’ strengths and weaknesses, ensuring that students are catered for on an individual basis.
Once a week, students will participate in VCOP Big Write sessions (VCOP is an acronym for ‘Vocabulary. Connectives, Openers and Punctuation). This is a time where they will be encouraged to identify and use VCOP to improve their writing.
Students will continue to participate in spelling groups this term, using the Soundwaves program. Students will be encouraged to utilise their knowledge from these groups to improve their reading and writing skills. Every week, a different sound will explored through a range of explicit learning activities incorporating grammar and spelling rules.
Students are required to read one book per night at home
Mathematics will focus on the following areas:
Shape: Visualisation of 3D objects
Measurement:Using Units of Measurement
Number and Place Value: Multiplication and Division
Money and Financial Maths:Money Values and Change
Number & Place Value: Odd & Even Numbers
The Grade 3 teachers will work alongside students to equip them with the tools to develop skills and concepts through explicit teaching in both whole class and small focus groups. Mental calculation and the teaching of efficient strategies is a priority. Students are encouraged to develop skills in estimation, with the use of concrete materials used to support their mathematical explorations. Students’ understanding of Mathematics is assessed using standardised tools and rich assessment tasks.
Our Science unit, Biological Science – Living Things, focuses on investigating the life cycles of living things, they develop an understanding of the regularity and predictability of cycles. Students order their observations by grouping and classifying and in classifying things as living or nonliving they begin to recognise that classifications are not always easy to define or apply. Their understanding of classification and form and function is broadened through an exploration of the properties of natural and processed materials. They learn that forces include non-contact forces and begin to appreciate that some interactions result from phenomena that can’t be seen with the naked eye. They begin to appreciate that current systems, such as Earth’s surface, have characteristics that have resulted from past changes and that living things form part of systems. They begin to quantify their observations to enable comparison, and learn more sophisticated ways of identifying and representing relationships, including the use of tables and graphs to identify trends. They use their understanding of relationships between components of simple systems to make predictions. They apply their knowledge to make predictions based on interactions within systems, including those involving the actions of humans.
This term, Lanie Tobias - Social worker at Albert Park Primary School - will be working with the Grade 3 students on a social skills program. The focus of this program is building skills in resilience, empathy, friendship and getting along. Students will be supported to identify and use their strengths and to grow their skills to build meaningful relationships with others. There will also be a strong emphasis on relating these to different Bounce Back strategies, which will be woven into the program by your child’s teacher.
The program will run for 6 weeks. The students will engage in games and activities that develop their character strengths, their social and emotional competencies (friendship skills) and resilience through learning mindfulness meditation, relaxation and a focus on empathy and gratitude. These skills will assist them when faced with life’s everyday ups and downs and help them gain success, academically and socially. The class will work together and then in a smaller groups where Lanie will use cognitive behavioural principles, mindfulness and relaxation to develop emotion regulation, problem solving, conflict management, and stress management.
A Letter to your Child
We would like you to be involved in this process of strengthening your child’s resilience and friendship skills by writing a letter to your child (template provided), in which you reflect upon your child’s strengths as you see them. For example, their ability to overcome obstacles or some quality you have noticed in them such as resilience when a situation does not go their way, or being able to forgive, show empathy and kindness, have perseverance, ability to own up to mistakes, helping someone and so on. Below is an outline of the 24 character strengths that have been identified and researched worldwide. The focus is on attributes not talents such as their academic or sporting abilities. The students will read your letters to them as one of the activities at the end of the program. Please ensure that your child’s teacher receives them by Friday 19th May in a sealed envelope with your child’s name clearly labelled on it.
Bounce Back! is a preventative social and emotional learning curriculum program that has been developed to support schools (teachers, students and families) in their efforts to promote positive mental health and wellbeing in their students and, in particular, to enable them to act resiliently when faced with challenges and adversity. Bounce Back is taught by classroom teachers throughout our school. The program focuses on classroom strategies and activities that teach students those positive social and emotional skills that might best be described as ‘life skills’.Acronyms help students to remember the key messages that will help them to feel satisfied, function well and be resilient.Bad times don’t last. Things always get better. Stay optimisticOther people can help if you talk to them. Get a reality check.Unhelpful thinking makes you feel more upset. Think again.Nobody is perfect-not you and not others.Concentrate on the positives (no matter how small) and use laughterEverybody experiences sadness, changes, hurt, failure, rejection, and setbacks sometimes. It’s normal. Try not to personalise them.Blame fairly –how much of what happened was because of you, others or bad luck or circumstances?Accept the things you can’t change (but try to change what you can first)Catastrophising exaggerates your worries. Don’t believe the worst possible picture.Keep things in perspective. It’s one part of your life and doesn't have to spoil everything else.
All students will continue to participate in the ‘Bounce Back’ program, which aims to develop resilience and overall wellbeing. It is an exciting program and provides strategies that aim to make our children happy, life-long learners. You can find out more at http://www.bounceback.com.au/.
Students’ diaries are an invaluable tool for collaborating between the school and the home. Parents are encouraged to use their child’s diary to communicate important information to their child’s teacher, such as notifying of various appointments that may occur during the school day. Diaries will be checked daily.
In Grade 3, most homework tasks consist of a combination of Reading and Maths tasks 4 days a week. All students have a Reading Journal where they are to record the date and the title of the book they are reading. Students are to also complete one reading journal entry per week, this is a two to three sentence response. You’ll find more information about reading at home in your child’s reading journal.
We ask parents where possible, to listen to their child read aloud their ‘take home’ readers each night. We also encourage parents to read to their child on a regular basis. We thank you for your continued co-operation in ensuring that your child spends time reading at home.
Teachers will also set Mathletics online tasks (http://mathletics.com.au) for students to complete throughout the week, based on what they are learning at school. These tasks will help support your child’s learning at school and should be completed weekly.
If you have any questions regarding homework requirements, please do not hesitate to speak to your child’s classroom teacher.
Important Dates for your Diary
Please take note of the following important dates for Term 2:
Parents, please note that if you are wanting to assist on excursions, you will need a valid Working With Children (WWC) Check. Please provide the Office with a copy of your card details.
Ayse Ozturk , Bron Fawcett, Emma Rule & Imogen Hobbs