FAMILY READING NIGHT | NOITE DE LEITURA EM FAMÍLIA

RECIPE FOR READING

 

SERVES 60

Up to 60 ………. LIS parents and their children
(Years 1 to 6 only)

6……….reading areas with expert readers

A dash……….of FUN – come dressed in your PJs, pillows and favorite stuffed animals welcome

 

Combine the above in the LIS Primary Library on Wednesday 4 October 2017 at 6:30pm. Enjoy great books and company for one hour.

Entry fee (to be donated to the children of Casa das Crianças): a pack of NEW colored pencils, markers or writing paper per family.

Spaces are limited! To attend Family Reading Night, please complete sign-up HERE.

QUESTIONS? Contact prilibrary@lisluanda.com or pop into the Primary Library

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RECEITA PARA LEITURA

 

SERVE 60

Até 60……….Pais e alunos da LIS
(apenas dos Anos 1 a 6)

6……….áreas de leitura diferentes, com leitores experientes

Uma pitada de……….DIVERSÃO – vistam o pijama, tragam uma almofada e o vosso peluche favorito

 

Misturem todos os ingredientes na Biblioteca da Primária da LIS na Quarta-feira, 4 de Outubro de 2017, às 18:30. Deixem(-se) repousar durante uma hora, na companhia de bons livros.

Valor da entrada (a ser doado às crianças da Casa das Crianças): uma caixa nova de lápis de cor, marcadores ou papel de escrita por família.

Os lugares são limitados! Para participar na Noite de Leitura em Família, preencha por favor esta ficha de inscrição.

Dúvidas? Contacte-nos pelo email prilibrary@lisluanda.com, ou apareça na Biblioteca da Primária

We are learning about…

During the last few weeks students have been developing their thinking and research skills.

 Thinking skills  (acquisition of knowledge and comprehension): 

Students viewed a few videos on the digestive system.  In small groups they discussed the parts/organs of the digestive system and how they all work together to digest a meal.  Then they drew and labelled their thinking.

After that, students worked in pairs  reading an example of an explanatory text – How does the digestive system work?

 Next they highlighted words in the text that needed further explanation – we used library books and dictionaries to clarify those words.

Then as a whole class we analysed the features and language  of the text and together  came up with  a checklist for explanation writing (there will be more about writing to explain in a future post).

In Math we worked on another learning engagement from you.cubed.org.  Pictures below. 

Peaceful Buddies

Inspired by Todd Parr’s  “The Peace Book,” Year 4.1 and Year 1.3  thought and talked about what their ideas of peace were.  Then together they wrote it down, with the Year 4 students helping the Year 1 students to scribe their thoughts.    For Peace Day next week, the artwork from last week and the peace day thoughts from this week are being combined to make a display.

PEACE is helping the Earth.              

PEACE is sharing.    

PEACE is watching the stars.

PEACE is helping people.   

PEACE is taking turns.      

PEACE is having fun.

PEACE is love.                    

PEACE is playing together.              

PEACE is reading a book.

PEACE is hugging people.

PEACE is mindfulness.

PEACE is being with my family.              

PEACE is trying new things.

PEACE is making new friends .        

PEACE is singing.

PEACE is sharing food.                    

PEACE is being nice.

PEACE is watching whales.

PEACE is the sound of rain.

PEACE is giving a hug.       

PEACE is  travelling.

PEACE is watering plants.              

PEACE is sleeping.

PEACE is speaking new languages.        

PEACE is eating pizza.

PEACE is rainbows.            

PEACE is building Lego.

PEACE is being healthy.

Visual Arts Stand Alone: Adinkra

In visual arts class this unit, Y4 students are learning about adinkra symbols and textiles made in Ghana. Students are learning about the traditional process of creating adinkra textiles using natural materials to create the stamps, ink, and fabric.

They are inquiring into the central idea: traditional art helps us understand our culture. 

Students discussed adinkra symbols and their cultural purpose. They found the differences between signs, symbols, and logos. Students went on a Symbol Search around school to find and sketch symbols. They found that symbols are simple to draw, difficult to understand, have limited colors, and rarely have words.

Students are in the process of sketching symbols that represent their culture. They will choose their best symbols, draw them on foam, and cut them out to create a stamp. Students will experiment with stamping using different mediums and inks. As a summative assessment, students will be creating adinkra textiles using cloth, ink, and their stamps.

This week is Year 4….

ACTION


There are FIVE essential elements in the Primary Years Programme curriculum:

 Attitudes, Knowledge, Key Concepts, Skills, and Action.

 This week we introduced our students to the essential element of Action.  We talked about how their learning and understandings will lead them to making connections and taking action.

 Authentic and meaningful action needs nurturing and like all the essential elements, action is ongoing and takes time to develop and grow. Action captures the children’s interest and provides opportunities for ongoing learning.

 Some thoughts shared by the students about what action means to them were:

 ….to do something

….to move

… to change something

… to be kind and caring

….to decide

….to share

… to speak

….to listen

….to help someone

….to think about something

Learning about taking responsible, thoughtful and meaningful action is all about who we are.  We look forward to the children developing their understanding of what responsible action looks like for them and how they will transfer their understanding to taking action in school, at home and in the wider community.

Math

In Math this week, children from all three classes in Year 4 came together for a collaborative lesson. Their goal was to create 2-D geometrical shapes by cutting them out of a folded piece of paper with just one cut. It began with an inspiring video, Brains Grow and Change, whose message was that there is no such thing as a math brain or a math person! Anyone can learn any level of math with hard work and effort!

 

 

Unit Of Inquiry – Reading and Writing

In the unit this week students began finding out about their questions (wonderings) from last week.  Students are using library books and charts to do their research.   We unpacked the features of a non fiction text:

  • Captions: help you better understand a picture or photograph
  • Glossary: helps you define words that are in the book
  • Graphics:  are used to help you understand what the author is trying to tell you
  • Illustrations/Photographs: help you to know exactly what something looks like
  • Index: this is an alphabetical list of ideas/keywords that are in the book. It tells you what page the idea is on.
  • Labels: these help you identify a picture or a photograph and its parts.
  • Maps: help you to understand where places are in the world
  • Special print: when a word is bold, in italics, or underlined, it is an important word for you to know
  • Subtitles: these headings help you to know what the next section will be about
  • Table of Contents: helps you identify key topics in the book in the order they are presented

Tuning in to Who We Are…

Year 4 started the week as special guests in the Primary library! 

Our school librarian, Ms Anton, hosted all year 4 classes and gave us a much needed orientation session of the layout of the different sections and new locations of texts (fiction and non-fiction) in the library.

We reviewed the guiding number system chart and were introduced to the new picture symbols and colour codes used to help us find the books we would like to read.

We were reminded of some of the procedures and practices used when choosing and taking books from the library.  The children were then invited to take action and select a fiction and non-fiction text to check out for their own use.

The year 4 teachers checked out a collection of non-fiction texts, which focus on human body systems.  These books will be used to support the children’s inquiries and learning throughout our Who We Are unit.

We look forward to seeing the children become experts at using the library as a primary resource for their own learning, curiosities, adventures and enjoyment throughout the year.

In class the students began inquiring into our first unit, Who We Are.  So far the students have engaged with a multitude of resources in all 3 classrooms, practicing a Visible Thinking  routine, I see, I think, I wonder.  Some of their wonderings are..

  • I wonder how the brain works?
  • How many bones does a skeleton have?
  • How does the heart work?
  • I wonder how the brain gets messages?
  • What does saliva do?

Students also shared their prior knowledge of body systems as you can see in the photos below…what body parts do you know?  What body systems do you know? How are they connected?

Math in Year 4

Over the next few weeks students will be introduced to and be practicing a range of problem solving strategies These are geared towards building a growth mindset in Maths, as well as laying the mathematical foundation for the rest of the year.

Here are some photos of some Year 4 students collaborating  on THIS problem.

All of the Year 4 teachers completed an online course ‘How to Learn Math’ from Stanford University. Some of you may know a little about Jo Boaler, who is a maths professor at Stanford and has completed many research projects on how students learn best. Please follow  THIS LINK  to see a handout from Jo Boaler about the best ways to support your child with maths at home. As a school we are working hard to ensure your children receive the best possible maths learning.  Furthermore students are being registered with www.mathletics.com again.  User names and passwords will be  distributed  to students when the registration is completed.

Some of our thoughts about Math….