Welcome to 3JB!

3JB Teaching Team Jess HoggardJess Hoggard –Teacher Miss. AgnesMiss. Agnes –Teaching Assistant –Nina, Duncan Kaiser, Brian Garrigan –EAL Teachers

Our Wonderings as parents Please feel free to write down a wondering, a question, a comment, an inquiry on a post-it throughout the presentation Please feel free to write down a wondering, a question, a comment, an inquiry on a post-it throughout the presentation

A Few Bits ‘n’ Pieces School Times Drop off and pick up Please label all things… sweaters, hats, H20 bottles. P.E. Dress in PE gear on PE and swimming days. (2, 3,5) Pickup & Drop-off Pick up from classroom until weather cools Food and parties Allergies-sweets Sleep… very important to be prepared for school hours each night for students aged 7-12

3JB Essential agreement To help each other and work as a group To walk quietly in a single line To listen and give eye contact to others when they are speaking To respect the class tools We “criss cross apple sauce” when we are on the carpet To respect and be kind to other people To put in 100% effort into ALL of our work To respect and be kind to other people To be patient, polite and responsible at all times TO HAVE FUN AND TO LEARN!

Behaviour Management Whole Class-Golden Time, Traffic Light Individual-Class Dojo, Star of the week Groups- Numeracy and Literacy Groups

Behaviour Management Classroom Procedures Lights, camera action! Moving from carpet to tables Attention grabbing Calls Tidy up Song-Count to 100 Good job cha cha cha!! Whoosh

Behaviour Self-Reflection SELF-REFLECTION DATE: NAME: What happened? ____________________________________________________________________________________________________________ ____________________________________________________________________________________________________________ ____________________________________________________________________________________________________________ ____________________________________________________________________________________________________________ What was wrong? ____________________________________________________________________________________________________________ ____________________________________________________________________________________________________________ ____________________________________________________________________________________________________________ ____________________________________________________________________________________________________________ ____________________________________________________________________________________________________________ What will I do next time? ____________________________________________________________________________________________________________ ____________________________________________________________________________________________________________ ____________________________________________________________________________________________________________ ____________________________________________________________________________________________________________

The 3JB timetable * Every Thursday School Finishes at 1.30 – Islamic Studies: DAY 1DAY 2 (PE Kits)DAY 3 (Swimming Kit)DAY 4DAY 5 (PE Kits)DAY Maths Double Maths PE-Gym 02 Double Maths Music-Mu3 Eric Griebenow Arabic Unit of Inquiry Eat Snack 10:25-10:45 Playtime Literacy/EAL 2+3 PE-Gym02 Belinda O’Leary Literacy/EAL 2+3 Islamic Literacy/EAL 2+3 Islamic Unit of InquirySpelling Test Unit of Inquiry Spelling-Enter new wordsSpelling ActivityArabicUnit of InquiryArt-C2 Tuija Mosier-Tobar Lunch Arabic Literacy/EAL 2+ 3 Swimming-PoolUnit of InquiryIslamic Literacy/EAL Unit of Inquiry Literacy/EAL 2+3Unit of Inquiry ICT-1st Floor Guided Reading Arabic Music-strings Library-Lib 1 Unit of InquiryArabic Reflection Reflection

GWA Approach to Education Focus on learning outcomes – feedback, feed forwardFocus on learning outcomes – feedback, feed forward Inquiry based – “Leading my Learning”Inquiry based – “Leading my Learning” Challenged according to what students are ready to learn next (developmental approach)Challenged according to what students are ready to learn next (developmental approach) Differentiation, activity based, small group and individualized learningDifferentiation, activity based, small group and individualized learning

How We Know What Students Have Learned Prior knowledge to drive inquiryPrior knowledge to drive inquiry Assessment (authentic, projects, not always paper and pencil, etc.)Assessment (authentic, projects, not always paper and pencil, etc.) Process oriented more often than product (reflection of learning)Process oriented more often than product (reflection of learning) PortfoliosPortfolios Student Led ConferencesStudent Led Conferences

Literacy READING “Learning to Read” vs.“Reading to Learn”“Learning to Read” vs.“Reading to Learn” Reading to, with, and byReading to, with, and by At homeAt home At least 20 minutes At least 20 minutes Choose a consistent time and place Choose a consistent time and place Be a part of it Be a part of it Model it: Love it! Model it: Love it! WRITING Writing to, with and by 6+1 Traits of Writing  Ideas  Organization  Conventions  Word Choice  Sentence Fluency  Voice  Presentation

Spelling Cross grade groups- differentiation within the class: just right for the learner.Cross grade groups- differentiation within the class: just right for the learner. Words assigned Sunday, quiz on ThursdayWords assigned Sunday, quiz on Thursday Groupings assessed throughout the year.Groupings assessed throughout the year. Weekly spelling practice activities in Homework Book – Spelling notebooks returned daily.Weekly spelling practice activities in Homework Book – Spelling notebooks returned daily.

Mathematics Our math program will Learning outcomes Learning outcomes Place value and review of addition and subtraction with regrouping Place value and review of addition and subtraction with regrouping Comparing, ordering, and rounding numbers Comparing, ordering, and rounding numbers Looking at money and decimal points Looking at money and decimal points Understanding time and elapsed time Understanding time and elapsed time Multiplication concepts and facts Multiplication concepts and facts Division concepts and facts Division concepts and facts focus on these areas: focus on these areas: Collecting, organizing, analyzing and graphing data Collecting, organizing, analyzing and graphing data Units of measurement, including temperature Units of measurement, including temperature Geometric figures Geometric figures Perimeter, area, and volume Perimeter, area, and volume Patterns and probability Patterns and probability Fractions: adding, subtracting, and decimal equivalents Fractions: adding, subtracting, and decimal equivalents Introducing multiplication with 2- and more digit numbers Introducing multiplication with 2- and more digit numbers Our math program will also focus on strategy, how we do things using the knowledge we have

PYP Units of Inquiry Travellers' Tales Migration changes people and the places they move Migration changes people and the places they move Urban Communities Effective cities require planning Effective cities require planning Children’s Rights When people have rights, they also have responsibilities When people have rights, they also have responsibilities Ecosystems at Risk Ecosystems are affected by development Ecosystems are affected by developmentPoetry Thoughts, ideas, and emotions can be communicated creatively through poetry Thoughts, ideas, and emotions can be communicated creatively through poetryAir Air has properties that can be observed and used Air has properties that can be observed and used

Supporting Learning at Home HOMEWORK GUIDELINES A number of GWA-Dubai Elementary teachers have been involved in professional discussions and inquiry into homework in elementary schools. Based on resources such as “The Homework Myth” by Alfie Kohn (2006) and a recent study released by the Center for Longitudinal Studies (UK), we found the following: There is no positive correlation between homework and achievement for students before middle school. Consistent reading for pleasure is directly linked to higher test scores. Children who read for pleasure are likely to perform better in school than their peers. As a consequence of the research and discussions into what is good for students, each grade level team from KG2 – Grade 5 has collaboratively developed a set of essential agreements for how homework will look across the grade level. The common threads among all grade-level agreements are that: Homework will always emphasise the importance of reading daily. Homework should not be completed at the expense of students leading a healthy, balanced life – which should include relaxation, exercise, time with family and PLAY. Any additional homework should involve an element of student choice to allow children and their families to manage their at-home time effectively. Some level of feedback should be provided on all homework tasks as a way of helping each student develop their skills. Suggested Grade Level Time Allotment for Homework (This includes reading for pleasure.) PreK – Kg2 Learning extensions on occasion Grade minutes – 3 days per week Grade minutes – 4 days per week Grade minutes – 4 days per week Grade minutes – 4 days per week Grade minutes – 4 days per week

Supporting Learning at Home Supporting Learning at Home This is a brief on how we will be sending home on Sunday as part of the first assigned week of homework. Dear Parents: In keeping with our philosophy of individualized, differentiated and inclusive learning and along with the GWA Elementary Homework guidelines, the Grade Three Teachers will be offering the following homework. Students will complete tasks with an element of choice so that students and their families can manage their at-home time effectively. Homework assignments are consistent across the grade level but there will be plenty of opportunity for students to choose their own activities and challenge themselves each week. The expectation in Grade 3 is minutes – 4 days per week. We value a balanced life for our students and don’t want students spending all evening doing school work. Homework will be assigned on SUNDAYS and collected on THURSDAYS, allowing families the flexibility to choose how to schedule homework time over the week. Please help your child develop a homework routine and support them in their home learning, which best suits your family each week. For the most part, activities will be ones that the students are able to complete independently. We don’t want students (and parents!) frustrated by having homework they do not understand. However, often the Inquiry / PYP Attitudes/ Arts homework will include experiences for students to have with you and other family members. There are a number of ACTIVITIES for students to choose from if they work through the homework tasks quickly. Please ensure you have read the updated school policy on homework.

Supporting Learning at Home Homework expectations- Consistent agreement across Grade:3 Homework expectations- Consistent agreement across Grade:3 How parents can help – talk, encourage, share How parents can help – talk, encourage, share Give your child the space and opportunity to show responsibility for their learning at home. Give your child the space and opportunity to show responsibility for their learning at home. Develop routines and rituals in your family Develop routines and rituals in your family to share and celebrate learning.

Supporting Learning at Home Homework expectations- Consistent agreement across Grade:3 Homework expectations- Consistent agreement across Grade:3 How parents can help – talk, encourage, share How parents can help – talk, encourage, share Give your child the space and opportunity to show responsibility for their learning at home. Give your child the space and opportunity to show responsibility for their learning at home. Develop routines and rituals in your family Develop routines and rituals in your family to share and celebrate learning.

Communication Many ways to be in touch including student diaries, , class dojos and meeting face-to-face. Many ways to be in touch including student diaries, , class dojos and meeting face-to-face. Grade and class weebly –up and running from the 10 th September Grade and class weebly –up and running from the 10 th September Ask questions as they come up, no need to wait for official interview times. Open door policy. Ask questions as they come up, no need to wait for official interview times. Open door policy.

EAL All students that may need additional English language support are assessed by the EAL team at the start of the year. Once their proficiency level is determined, students will receive EAL support during their homeroom Language block and/or in an additional pull-out session during Arabic. The EAL team will be available for questions in the open area by the elementary principal’s office from 7:30- 8:30.

Warmest Regards and I look forward to a great learning partnership this year with you and your child.

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