1. WELCOME TO ROOM 2’s Parenting Meeting
Mrs Alison Dorotich and Mrs Jan Rowling

2. HOMEWORK
Homework Expectations: 1. Children will be given homework every Tuesday morning. 2. All homework and assignments will be introduced in class prior to being sent home. 3. Students will also be given activities to complete on Study Ladder. These activities will be used to consolidate concepts that have been introduced in class. 4. Students will also be required to complete independent home reading at least 3 times per week. It is up to students to get parents to sign their home reading log each week. 5. Students will be tested on their automatic recall of times tables and will be required to practise until they become confident in recalling all their times tables. 6. Throughout the year students will also be given research projects to complete and may be required to complete any unfinished class work. 6. Homework will be kept in an exercise book and marked accordingly. We expect homework to be completed neatly and to a high standard.
Homework Expectations
Children will be given homework every Tuesday morning and this will need to be completed and handed in the following Tuesday. All homework and assignments will be introduced in class prior to being sent home. If students fail to hand in their homework 2 weeks consecutively, we will either send a note home for you to sign and send back to class or we will phone you directly. Students will also be given activities to complete on Study Ladder. These activities will be used to consolidate concepts that have been introduced in class. Throughout the year students will also be given research projects to complete and may be required to complete any unfinished class work. Homework will be kept in an exercise book and marked accordingly. We expect homework to be completed neatly and to a high standard. If you have any queries regarding this matter please do not hesitate to call or us at the school.
Alison Dorotich & Susan Mortin
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3. SPELLING School wide approach – Dianna Rigg Spelling Program –
Four Spelling Groups – students placed into groups according to individual results in Naplan and Dianna Rigg Assessments.
Differentiated spelling words to cater for students’ spelling abilities – for both ends of the academic spectrum.
Two week rotation – Advanced spellers must not only spell the word but understand what it means.

4. SPELLING GRID 1 TERM 1 SOUND Focusing on sound VISUAL
Focusing on the way words look
MEANING
Thinking about word meaning
CONNECTING
Making connections with other words
CHECKING
Using live, print or electronic resources
CLAPPING ROUTINE
Select a partner from your spelling group and choose 6 words that you find difficult to spell. Go outside and create a clapping routine to sound out each word.
Present your favourite routine to the class.
HANGMAN
Use a whiteboard to play hangman.
Select 5 words from your list and see if you can trick your partner.
WHICH PART OF SPEECH?
Look up each of your words in the dictionary to find out whether they are nouns, verbs or other parts of speech. Write your findings next to each word.
CONNECTING WITH LETTER PATTERNS
List other words with the same letter pattern as one or two of your words. See how many words you can find?
PARTNER TEST
Find a partner to test you on your list words. Write each word in your spelling book.
SYLLABLES
Tap out the syllables in your word.
Write each of your words in its syllables, for example hap-py.
PAINT WORDS
Using Microsoft Word Art on the computer to select different fonts to write your words in different ways.
BUILD A WORD
Build new words by adding prefixes or suffixes to your words. For example write writes,
writing,
,rewrite, written.
ROLL A WORD
SELECT 5 WORDS AND COMPLETE.
PROOF READING
Put each of your list words into a sentence and write each word correctly and incorrectly. Have a partner highlight the correct spelling of each word. For example:
I had a dangerous/dangerus encounter with a snake.
WORD SORT
Sort your list words into groups. Each group must have a common feature. Write the feature at the top of your group. Features may include double letters, contain the same letter or letter pattern, have the same sound, or end the same – and others.
GRID WORDS
Write each of your words on grid paper, one letter per cell. Trace around each word and glue into your spelling books.
WORD ORIGINS
Go to the etymology online dictionary and see where your list words originated from.
SPOT THE MISTAKE
Have students write their list words on a whiteboard. Have a partner identify which words have been misspelt.

5. READING WHOLE SCHOOL LITERACY BLOCK – 4 TIMES A WEEK
EXPLICITLY TEACH READING SKILLS FOR THE FIRST 6 WEEKS OF THIS TERM – SETTING MY OWN EXPECTATIONS – encouraging students to participate in and contribute to discussions, clarifying and interrogating ideas, developing and supporting arguments, sharing and evaluating information, experiences and opinions (ACELY1709)
USE NAPLAN RESULTS AND WEEKLY ASSESSMENTS TO PUT STUDENTS INTO GUIDED/RECIPROCAL READING GROUPS.

6. GUIDED/RECIPROCAL READING
Guided Reading / Reciprocal Teaching:
• Is reading in “like ability” groups
• Engages every student in active problem solving and discussion of the text
• Develops fluency, independence, confidence, comprehension and word solving skills
• Is an opportunity for students to transfer and generalise strategies and strategic actions to new texts (students support each other to problem solve)
• Follows a framework to support active participation and scaffold learners as they move through sections of a text

7. PUBLISHED COPY COMPLETED
WRITING
FOCUS ON NARRATIVE WRITING
GENRE:
NARRATIVES
DRAFT COMPLETED
PUBLISHED COPY COMPLETED
TEXT STRUCTURE – ELEMENTS OF A NARRATIVE
CHARACTERISATION – WHO?
SETTING – WHEN, WHERE?
ORIENTATION – Hooking the reader in…
COMPLICATION – WHAT’S THE PROBLEM?
RESOLUTION – HOW THE PROBLEM IS SOLVED.
SHORT STORY – In-class essay
SHORT STORY – Written independently

8. MENTAL MATHS THIS TERM WE WILL BE FOCUSING ON TIMES TABLES.
STUDENTS WHO HAVE A QUICK MENTAL RECALL OF ALL TIMES TABLES WILL BE CHALLENGED IN RECALLING EXTENDED MULTIPLICATION FACTS.
STUDENTS USE INDIVIDUAL LAMINATED CARDS AND MOVE THROUGH TIMES TABLES AT THEIR OWN PACE.
IN CLASS STUDENTS WILL COMPLETE TIMES TABLES CARDS. THERE IS A FOCUS ON IMPROVING THEIR PERSONAL BEST. HAVE 3 ATTEMPTS TO ACHIEVE A PERFECT SCORE.

9. MATHS NUMERACY BLOCK – BETWEEN RECESS AND LUNCH
OFTEN I GIVE A PRETEST TO SEE WHAT STUDENTS KNOW AND DON’T KNOW. IT IS FROM THESE RESULTS THAT I BASE MY TEACHING. EACH COHORT OF STUDENTS ARE DIFFERENT AND AS SUCH LEARNING TASKS NEED TO BE CONTINUALLY MODIFIED AND REFINED.
THIS YEAR I AM USING PAUL SWAN’S STARTING POINT ASSESSMENT
SPEND ONE/TWO WEEKS ON A CONTENT DESCRIPTOR TO ALLOW STUDENTS ENOUGH TIME TO APPLY THEIR KNOWLEDGE AND UNDERSTANDING.
CATER FOR ALL LEVELS OF UNDERSTANDING – ALWAYS INCLUDE A CHALLENGE PROBLEMS/EXTENSION WORKSHEETS FOR MORE CAPABLE STUDENTS.
CONSISTENT PRACTICE OF THE SCHOOL IS THE ISTAR DESIGN.

10. NAPLAN
Students will begin practising for NAPLAN by being exposed to short sharp literacy and numeracy assessments once a week. These assessments will allow students to become accustomed to multiple choice questions and to clarify any misunderstandings they may have.
We will be looking at Narratives this term and then Persuasive text during the latter part of this term.
Year 5’s will be participating in various moderation tasks.

11. SCHOOL WEBSITE
I encourage all parents to go on the school website and click on Room 2’s webpage.
Each Term, I will put on an overview of what students will be covering in Literacy and Numeracy.
Photos of art activities
Important dates and messages
Highlights
Homework assignments

12. ANY QUESTIONS ?????