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

Unit of Inquiry

Unit of Inquiry

As we continue our inquiry into Sharing the Planet, learners have been involved in some very interesting discussions focussed around the key concepts of perspective, responsibility and function, and the related concepts of action, compromise and pattern. Students have connected all six concepts with the big ideas of peace and conflict and developed open-ended questions around these ideas.

On Friday 8th September, we connected with Julie Wells, an Australian expert in conflict resolution, via Skype. Students demonstrated great listening skills as they thought carefully about, and participated in the interactive discussion. Julie introduced new ideas about layers or stages of conflict, and talked about some strategies to resolve conflict. Some questions that were raised during the Skype session included:

  • Do you always follow the steps [stages of conflict]?
  • Is there always a way to resolve a conflict?
  • Do the steps go in order or can you skip steps depending on the situation; how does this work?

 

This discussion and information furthered our understanding of the Lines of Inquiry:

  1. Characteristics of conflict
  2. The role perspectives play in conflict
  3. Actions that can be taken to address conflict

 

The learning outcomes the discussion was connected to include the following:

  • practice techniques of mediation and negotiation within the class and or school community
  • document examples of conflict (local and global) and identify the causes and consequences

Please ask your child “what stuck with them” or what stood out the most during the Skype connection.

 

Writing

During our Sharing the planet unit, Year 6 students have -and will continue to be- focused on reflective writing and personal narratives. We have spent a significant amount of time identifying what makes a good reflection and have identified some key aspects of good reflective writing that will be used throughout out this year.

 

Key aspects of reflective writing identified by Year 6 students include:

  • Deep thinking
  • Using Metacognition
  • Identifying strengths/weaknesses
  • Explaining and justifying  with examples
  • Setting goals for yourself
  • Asking questions of yourself

In addition to spending time writing reflections we have also begun to explore personal narratives as a genre. We have been using  Ralph Fletcher’s personal narrative as mentor texts to inquiry into the characteristics of a personal narrative. In addition to reading these texts “as a writer”, we have also spent some time reading these wonderful pieces “as a reader” and using our metacognitive strategies to think more deeply and make meaning of the text.

Back to School Night – thank you!

A big thank you for attending our Back to School night on Tuesday (5th September). It was great to have our Year 6 learners attend the evening for the first time, really demonstrating they have a key role to play in taking responsibility for their learning and factors that contribute to their learning. After the presentation in the theatre, it was exciting to see students enthusiastically share their learning back in the classrooms, with the evening turning into an impromptu Student Led Conference!

 

 

Visual Arts Stand Alone: Mandalas

In visual arts class this unit, students are creating mandalas and inquiring into the central idea: beliefs, values, and ideas are represented and communicated through symbols. Students will be assessed on the visual arts learning outcomes: responding (Phase 3) compare, contrast, and categorize artworks from a range of cultures, places, and times and creating (Phase 4) adjust and refine your creative process in response to constructive criticism.

Students began by learning about mandalas from around the world. They compared, contrasted, and categorized various mandalas by shape, size, purpose, material, and color.

Students created their own mandalas (each with a purpose) outside using natural materials.

This week, students completed an oil pastel study, which is one of the materials they will use for their final mandalas. Students also used two websites to create digital mandalas.

Next week, students will create a purpose for their mandalas. They will complete several pencil and color sketches and begin their final mandala.

Mathematics: pattern & function

Thinking conceptually through Mathematics

For the past couple of weeks the Year 6 students have been engaged in days of “Inspirational Maths” with Stanford Researcher, Jo Boaler. Some of the investigations students have been grappling with include finding patterns in Pascal’s Triangle, 100’s chart and identifying how shapes grow (as in the example below).


 Please feel free to use the images above to initiate a dialogue with your child about patterns and how patterns grow.

These investigations are aligned to our mathematics outcomes for pattern & function :

Phase 3

Transferring meaning into symbols

  • Describe  the rule for a pattern in a variety of ways
  • Represent rules for patterns using words, symbols and tables
  • Identify a sequence of operations relating one set of numbers to another
Phase 3

Applying with understanding

  • Select appropriate methods for representing patterns using words or symbols
  • Use number patterns to make predictions and solve problems
  • Use the properties and relationships of the four operations to solve problems
Phase 4

Constructing Meaning

  • Understand that patterns can be generalized by a rule

 

Important Information- back to school night

Dear parents,

We are experiencing difficulties with our email system at the moment so please read below for important information that was supposed to be shared today by email:

As you are aware, on TuesdaySeptember 5, we will be holding “Back to School” night for years 4-6. Our team believes strongly in empowering Year 6 students to take an active role in their learning. As such we would also like to invite your child to “Back to School” night in order to be a part of the conversation, with you, about what Year 6 looks like. 

Recap:

Who: Year 6 Parents and Year 6 students (Unfortunately we cannot accommodate siblings from other grade levels)

When: Tuesday, September 5, 6:30- 7:30pm.

Where: School theatre

We look forward to seeing you then. 

Kind regards, 

Year 6 team

Conceptual learning

Being curious and asking deep questions is key to meaningful and inspiring learning. This week, we made progress in developing our questioning skills. A particularly powerful way to develop questioning skills is using the Philosophy for Children (P4C) approach. Under the P4C framework, students are encouraged to develop questioning skills, express and justify ideas, think conceptually, reflect on their own thinking and consider different perspectives. Over time, this approach builds a shared community of inquiry.

Using P4C, we viewed the picture book “The Rabbits” by John Mardsen and Shaun Tan. We recorded our ideas including key and related concepts connected to the text with the ‘thinking circles’ tool. We also posed questions and wonderings. Initial questions raised were related directly to the characters and precise events in the text. As we began to think more deeply and conceptually, we moved our thinking forward to create many deep questions. Students were also able to make clear links with our unit Lines of Inquiry.

Please ask your child about the thinking tools we have been using to help frame and record our ideas.

 

Community of Learners

Year 6 began the first couple of days of the 2017 – 2018 academic year by beginning to build a positive and supportive community of learners. While many students know each other very well from previous years at Luanda International School, we are lucky to have some new learners to the school. It remains important to develop relationships in our community to ensure we all feel connected and a part of our dynamic learning culture.

<a href=”http://blogs.lisluanda.com/6point3/files/2017/08/Blog-pic-W1_1-2ilxwnw.jpg”><img class=”aligncenter size-large wp-image-603″ src=”http://blogs.lisluanda.com/6point3/files/2017/08/Blog-pic-W1_1-2ilxwnw-1024×600.jpg” alt=”” width=”768″ height=”450″ /></a>

<strong>Developing our Essential Agreements</strong>

This week we have spent some time thinking and talking about how we want our class ‘to be’ to ensure we have fun, feel safe in our environment, and enjoy our learning. Creating a class agreement, or Essential Agreement, is not about making a list of rules to ensure compliance, but rather, it is about developing a series of statements that support learning. One of the most important aspects of an Essential Agreement is that students feel a strong sense of ownership towards it.

We completed a series of learning engagements, including thinking about what a learner “looks like”, “feels like” and “sound like”; watched a couple of inspirational video clips (which you can view <a href=”https://www.youtube.com/watch?v=jU4oA3kkAWU”>here</a> , <a href=”https://www.youtube.com/watch?v=2lXh2n0aPyw”>here</a> and <a href=”https://www.youtube.com/watch?v=lFg21x2sj-M”>here</a>) and identified key ideas and messages from these; and thought about what helps our learning versus what hinders our learning. Next week we will be connecting all these ideas to develop our class Essential Agreements.

<em>Please ask your child about the purpose of an Essential Agreement and why they are so important.</em>

<a href=”http://blogs.lisluanda.com/6point3/files/2017/08/Blog-pic-wk1_2-2dwjcmw.jpg”><img class=”aligncenter size-large wp-image-604″ src=”http://blogs.lisluanda.com/6point3/files/2017/08/Blog-pic-wk1_2-2dwjcmw-1024×568.jpg” alt=”” width=”768″ height=”426″ /></a>

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<strong>Unit of Inquiry</strong>

We have commenced our first unit of inquiry for the 2017- 2018 academic year. We are inquiring under the Transdisciplinary Theme of Sharing the Planet. The unit framework details and overview can be found <a href=”https://drive.google.com/a/lisluanda.com/file/d/0B5_VV2uZi6aWTW5IVm5mckNKTXc/view?usp=sharing”>here</a>.

As our initial provocation, designed to prompt thinking, emotions and wondering, the Year 6 classes combined to play ‘a game’ on the field… with no direction, expectations or rules.

Following the game we invested some time to reflecting on actions, reactions, responses, and emotions. After much thought and discussion, we identified a series of concepts and key words that could be used to describe the conditions associated with the game. We will be using these student generated concepts and key words to frame future learning engagements as we tune-in to the unit over the coming week.

<em>Please ask your child about their role during the game on the field, how they felt and why. </em>