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 or pop into the Primary Library ------------------------------------------------------------------------------------------------------------------------------------------------------------------ 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, ou apareça na Biblioteca da Primária

Researching into body systems and more maths challenges.

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.

In pairs students read an example of an explanatory text – How does the digestive system work?

Next, they highlighted words that needed further explanation – we used library books and dictionaries to clarify the meaning of those words,

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

  In Mathematics, we came together as a year group to work on another inspirational maths challenge that got the children thinking, wondering, asking questions, getting frustrated, and celebrating when they achieved success as a team.

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 by using natural materials to create the stamps, ink, and fabric. They are inquiring into the central idea: traditional art helps us understand our culture.  [gallery columns="2" size="medium" ids="748,751"] 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. [gallery columns="2" size="large" ids="749,747"] 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.

Maths-Brains grow and change!

In Maths this week, children in Year 4 came together on a collaborative mission. 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, that voiced the message that that there is no such thing as a math brain or a math person! Any-one can learn any level of math with hard work and effort!

 This was an individual task but students had to work together and share ideas and strategies as well as celebrate their mistakes. The children began by drawing a scalene triangle in the centre of the paper and made multiple folds before trying to cut it out with just one straight cut. They explored the task, and made lots of conjectures. There was a lot of frustration and emotions of wanting to give up but they were continually encouraged to keep exploring. With no luck of finding that one cut, this lesson was revisited during the course of the week with different shapes and a lot more success was achieved.


Taking ACTION!!

There are FIVE essential elements to 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.