Wecome to term 1 in the 3/4 unit
The 3/4 team are very excited to be working with such a motivated group of students. We welcome new students to the school and have noticed them gaining confidence as they settle in. The team in 3/4 is lead by Johnathan Price, and comprises of Jo Argaet, Anna Bodle, Susan Hammond and Caroline Wheeler. Students will also be working closely with Glynis Steward during English and mathematics.
The United Nations has declared a focus on environmental sustainability in 2017. One way the 3/4 team are using this declaration is to base our class names on an animal from our local area (Australia or a neighbouring country) that is facing or has already become extinct. Our class names are:
3/4 New Guinea big-eared bats,
3/4 Eastern long-necked turtles, and
3/4 New Caledonian terror skinks.
The Australian Curriculum informs our planning in all subject areas and includes cross-curricula perspectives in Aboriginal and Torres Strait Islander histories and cultures, Asia and Australia's engagement with Asia, and Sustainability.
Students in 3/4 will continue to work with the Daily Five Program, a model for literacy that fosters independence. Each day the students complete five literacy tasks:
- Read to Self,
- Read to Others,
- Listen to Reading,
- Word Work, and
- Work on Writing.
While the students work through the Daily Five, teachers will conference with small groups of students or individuals in order to target specific needs.
During guided reading sessions, teachers will be introducing new reading strategies along with helping students to refine strategies they currently use. Students are placed in groups with other students who are at a similar stage of reading development or needing to learn a particular reading strategy.
Through word studies, 3/4 students will examine, manipulate and categorise words in order to develop their understanding of critical features - sound, pattern and meaning. Students will work in small groups with the teacher to complete work studies matched to their level of word knowledge as well as completing individual word work activities.
Work on Writing
Students will be writing regularly for a variety of purposes and audiences. Along with helping students to form ideas and providing clear criteria for success, teachers will explicitly teach writing skills. With Glynis joining our cohort daily for writing lessons, students will work in small groups, allowing plenty of opportunities to discuss ideas and receive feedback.
These skills are explicitly taught using the NSW foundation style with at least one lesson per week focusing on posture, pencil grip, correct letter formation and directionality. A handwriting text will support the development of these skills and provide additional guidance and motivation for the students.
The teachers have been busy completing MYMC and PAT Maths assessments with each student. These assessments help us to target the specific needs of each student and identify their individual goals in number.
The students have been working with Glynis to improve their mental computation skills, identifying and practising the easiest and most efficient way of doing calculations in their head. Strategies to be developed include repeated addition, counting on and back, doubles and near doubles, bridging to 10, and converting subtraction to addition. The students are learning lots of mental computation games
using dice, number cards and playing cards. These games could be easily played at home to support your child’s development in number.
Students will continue to develop their understanding of place by examining similarities and differences between places within and outside Australia. We will examine the major natural and human characteristics of Australia, the Countries/Places of Aboriginal and Torres Strait Islander peoples, and Australia’s neighbouring countries.
Specific new geographic skills include the use of aerial photographs and satellite images, construction of simple graphs, and the use of simple grid references and compass direction to communicate location. We will also make connections with mathematics and science through the use of graphs and tables.
Social and Emotional Learning
To support our students to feel safe and happy at school, Evatt School implements the Friendly Schools Plus Program. This term we are focusing on self-awareness skills, helping children to recognise and understand their feelings. This work will also help the children to recognise and celebrate their individual strengths and abilities. As we implement the school values of success, optimism, acceptance and resilience (S.O.A.R.), the 3/4 team will be continuing to explore these ideals.
Students in the 3/4 team will be working with all the 3/4 teachers, either in cohort wide activities or targeted individual groups. To assist students to smoothly transition between teachers, the common language and questioning used throughout the unit will be THINK (see image).
Classes will be using the chromebooks weekly for formal IT lessons as well as utilising everyday technology within the 3/4 classrooms. ICT is integrated across the curriculum.
Eating times are supervised in the 3/4 shared space before both play breaks. During this time, students will learn and develop their awareness of healthy eating habits.
Students will be working with Jenelle Martin for skills focused physical education lessons each week. Students will be developing their spatial awareness, enabling them to move safely around an area. They will also continue to develop their locomotor skills of running, jumping, leaping and dodging. Throughout all skill development there will be a focus on cooperative and competitive games, and good sportsmanship.
Students this semester will be studying a biological science unit about plants. They will investigate germination and the stages of a plant's life cycle, developing an understanding of the requirements for survival. Students will also be actively involved in the school’s vegetable gardens, sowing seeds, planting, maintaining, harvesting and selling produce.
This term in Japanese, students will develop skills and understandings to talk about and count family members. This unit will introduce students to family vocabulary words and their corresponding hiragana and kanji graphemes.
Students visit the library weekly on Tuesday afternoons. Students are encouraged to borrow two books for reading at home. Fabric library bags are encouraged for transporting the books.
Learning at Home
Students are encouraged to read regularly at home with an adult or older sibling. We are also encouraging students to explore the mental computation games we are learning at school.