Peace Day Invite and Assembly Support – Friday September 22nd

Dear Parents,

On Friday, 22 September we will be celebrating Peace Day here at LIS. The morning will begin with an assembly and continue with a variety of Peace Day centered workshops throughout the day. The day will end with a Peace parade. Here’s where we need your help! The parade will begin around 2 pm. The children will “walk for peace” around the campus on a predetermined route and then finish back in the school cafeteria area for a final assembly at approximately 2:20pm. We would like to see the parents there cheering the children on as they come inside. We will then listen as our guest speaker, U.N. Resident Coordinator Paolo Balladelli, has some final words for us, share a song or two, and reflect on our day of peace.

 

Students are encouraged to wear something they feel represents peace and who they are.

 

Hope to see you all there.

 

Queridos pais,

Na sexta-feira, 22 de setembro, estaremos celebrando o Dia da Paz aqui no LIS. A manhã começará com uma reunião e continuará com uma variedade de workshops centrados no Dia da Paz ao longo do dia. O dia terminará com um desfile da paz. Aqui é onde precisamos de sua ajuda! O desfile começa por volta das 2 da noite. As crianças vão “caminhar pela paz” ao redor do campus em uma rota predeterminada e depois terminar na área da cafeteria da escola para uma montagem final em aproximadamente 2:20 da tarde. Gostaríamos de ver os pais ali torcendo as crianças enquanto elas entram. Em seguida, iremos ouvir como nosso orador convidado, Coordenador residente da U.N. Paolo Balladelli, com algumas palavras finais para nós, compartilhar uma ou duas canções e refletir sobre o nosso dia de paz.

Os alunos são encorajados a usar algo que eles sentem representa paz e quem são.

Espero ver todos vocês lá.

READING, READING, READING

Dear Parents,

During this exciting first reading unit our young reading adventurers will continue to nurture their love of reading.

We will talk a lot about the following ideas:

Just Right Books

Reading Stamina

Accountable Talk

Readers learn to read by reading! Sounds simple, right! Yet, in this early part of the year we are encouraging readers to know the joy of reading for meaning – which we know can only happen if we understand what we are reading. So readers are encouraged to select texts they can read AND understand. Readers are encouraged to recognize the difference between things they can read independently, things they need to read with someone and things that need to be read to them.

You can help at home – read! Read the paper, a magazine, an email, a recipe. Read in your home language. Have a family reading time, where for 10 minutes everyone is reading! Show your readers you value reading too. Read together, read aloud or take a quiet moment to read independently. And all this can happen in your home language!

Reading Stamina

When we are getting better at something we need to practice. It might be riding a bike, painting, or reading. So in this unit we are building our reading muscles. This involves reading for longer periods of time without interruption.

You can help at home – is there a quiet place where we can read? In bed, on the floor, curled up in a cushion. Somewhere where we can be with books and get lost inside them.

Accountable Talk

As we create a love of reading our brains become full of things we want to talk about when we read. We also need to know that there is an expectation that we are reading to understand, so we should be able to talk, write and think about what we have read. We can do this in a journal, with a buddy, in a small group or with the class.

You can help at home – talk about what you are reading, what you read together or what your child read independently. What did they love? What did they find tricky? What surprised them? What questions do they now have?

Thank you so much for all you do to support our work in the classroom! We can’t wait to show you our growth as readers this year!

William Wiggle Worm – Maths Investigation

Dear Parents,

William the Wiggle worm is lost and cannot count. Fortunately Year 2 has come to his aid. They are going to place him in a box and write the numbers on his back. The box is divided into 25 equal squares and the Children have to find a way for William to fit. However, all the numbers must be consecutive so although the worm can twist, turn and wriggle around the box the numbers must follow their correct order. The worm also cannot move diagonally.

The different puzzles were differentiated but all of them required the children to make lots of mistakes, problem solve and think strategically. Why not try creating your own with child at home on a blank 25 square grid.

Happy Wriggling!

Buddies!

Dear Parents,

3.1 have got to meet their buddies for the first time. The whole class was quite shocked that their buddies this year would be the prep 3 classes! They explained that they were used to being the smaller children during buddies and that they didn’t know what they should be doing.

In the end everyone had a good time and many enjoyed the responsibility. We will be checking in with our buddies throughout the rest of the school year.

 


Visual Arts Stand Alone: Color Theory

In visual arts arts class this unit, Y3 students are working with the central idea: colors are used and interpreted in a variety of ways. They will be assessed on the visual arts learning outcome: (creating) identify, plan, and make specific choices of materials, tools, and processes. 

In Y3, students learn about primary colors, secondary colors, warm & cool colors, complementary colors, and shades & tints of colors as shown below:

Students have been learning about color theory by mixing primary color watercolor paints, tempera cakes, and tempera paints together. They have created their own color wheels using paint and colored circles.

This week, students began sketching on paper plates. They will be choosing watercolor paint, tempera cakes, or tempera point add color to their plates. They will also be choosing specific color schemes. Eventually, students will use these plates to create a loom and weave in a circular pattern using yarn.

 

 

Reading: the home and school connection

Dear Parents,

Starting next week our readers will be bringing home books from the classroom..  These books will be accompanied by a bookmark.

One will say please listen to me read, one will say please read with me, and one will say please read to me.  Books will either be selected by the students or by the teacher that has listened to them read.  We appreciate you taking the opportunity to find some time in your busy days to encourage and nuture the love of reading.

On the bookmark are some handy tips to help you when you are listening to, reading with or reading to.  And if the reading too is better done in your home language, we would love that!

If I student does not return a book to school the following day, we will not select a new book until that book has been returned.  We appreciate your support with this!

 

Screen Shot 2016-09-04 at 12.28.07 PMScreen Shot 2016-09-04 at 12.28.57 PMScreen Shot 2016-09-04 at 12.29.40 PM

The Dot – Mental and Social Health

Dear Parents,

Continuing with our unit of inquiry, inquiring into healthy habits the children have been looking at the importance of our mental health in the promotion of our well-being.

Using the book, ‘The Dot,’ by Peter Reynolds as a base the children learnt the importance that words have on our happiness. We created our own dot and divided one side into quarters. In these quarters the children then had to find four other people to write something nice about them. We then reflected how we felt when reading these words. Then they repeated the same procedure but this time the four people had to write something nasty before reflecting. Although, they all knew that the activity was a form of role play we all agreed that words can effect our happiness in a positive and/or negative way and that it is all of our responsibility to  encourage a positive (growth) mindset. After the lesson we all agreed that the nasty dots should be destroyed as we didn’t want them to effect our happiness

Please ask your children at home how they felt from both the dots. Making sure you push them to explain why the different dots felt a certain way and how it is their responsibility to be nice and positive in their dealings with others.

Happiness and Data Handling

Dear Parents,

Linked to our unit of inquiry and related concept of happiness the children have been gathering and handling data. Previously they had used a diamond ranking thinking exercise where they organized things that made them the happiest at the top of the diamond and things that made them not as happy at the bottom.

They then took this data and conducted a survey of the class asking and recording in a tally chart how many of the children agreed that a certain thing made them happy as well. They then had to place this information into a bar chart before following our reflection key concept to reflect on their work and writing a sentence interpreting/ explaining how they know what the two charts were telling them.


The Rainbow Fish – Maths Investigation

Dear Parents,

The children have been problem solving using their number bond knowledge and sharing (division) skills. Using ‘The Rainbow Fish’ to set the scene the children were asked to find as many ways possible to share a given number of scales between 2 fish. If the fish were sharing 10 scales they could divide them into groups of 3 and 7 or 5 and 5 etc.

Why not try at home. Maybe you can try sharing the scales between 3 fish? Which numbers can be shared so they are equal between the fish? Is there a pattern to these numbers and why is the pattern there? Maybe you can find a short cut?

Happy problem solving!