Social and emotional Learning: Zones of Regulations

Today we welcomed Mrs V into Year 2 to introduce the Zones of Regulation with the class. It was lovely to see all the students understanding the zones and be able to talk with one another. 

WHAT ARE THE ZONES?

There are four zones to describe how your brain and body feel. 

 BLUE Zone – Your body is running slow, such as when you are tired, sick, sad or bored.

GREEN Zone – Like a green light, you are “good to go.” You body may feel happy, calm and focused.

 YELLOW Zone – This zone describes when you start to loose control, such as when you are frustrated, anxious, worried, silly or surprised. Use caution when you are in this zone.

RED Zone – This zone is for extreme emotions such as anger, terror and aggression. When you are in this zone, you are out of control, have trouble making good decisions and must STOP! 

Why teach Zones?

We need to teach our kids GOOD coping and regulation strategies so they can help themselves when they become stressed, anxious, or sad.

Typically, kids who can self-regulate will turn into teens who can self-regulate. Self-regulation skills are vital for the success and happiness of our children.

Year 2 Spelling Strategies

Spelling Strategies Taught in Year 2:

In Year 2 we are encouraging the students to use the following strategies when attempting familiar and unfamiliar words in their writing. There might seem a lot of strategies to use but they can become proficient with them by the end of Year 2. 

We will be teaching all these strategies throughout the year. We would encourage you to adopt some (1-3) of these strategies when writing with your child at home. If there are any questions or concerns we are available to support you in this area. 

• Syllables – Break the word into syllables. Most often a syllable will contain a vowel.

For example: bl - a -ck, b- oa - t

• Blends – Are there blends in the word that can help you? 

For example:bl–, cl–, fl–, gl–, pl–, sl-, br–, cr–, dr–, fr–, gr–,pr–, tr–, sc–, sk–, sm–, sn–,                    sp–, st–, sw–, tw–

• Rhyming words – Think of a word you know that rhymes.

• Base words – Can you find smaller words inside the word?

            For example: bring, band, Monday

• Ask for help – Ask someone next to you or the teacher for help.

• Displays – Look at the displays around our room and use them to help you.

• Dictionary – Look up the word in the dictionary. (end of term)

• Beginning, middle and end sounds – Say the word to yourself and write the sounds you hear at the beginning, middle and end.

• Prefixes and Suffixes – Does the word have a prefix or suffix that you already know. (end of term)

        For example: Prefix (dis-, re-, un-, )      Suffix (-ly, -y, ness, -ful, -able)

• Does it look right? – Write the words on the try paper to see if it looks right.

         For example: reed, reid, ryd, read ? 

Happy Spelling

Round Two:

Media Art: Gold Coast Suns Community Camp and Little Legends

We are extremely excited to present our Discovery learning for you on our blog! We have been working so hard with our partners to produce our very own Media Art.

Here are the first round of Media Art presentations. Next, round will be available tomorrow.

In Year 2 we learning to:

WALT: safely share ideas and information online

WALT: use the movie maker program to share our experiences online

WALT: use hardware when using a movie maker

WALT: experiment with a digital camera

WALT: be selective when choosing images to share

WALT: present and share a media artwork

WALT: respond to media artworks (Gold Coast Suns media)

WALT: consider where and why people make media artworks (Gold Coast Suns media)

To be successful at our learning we used a success criteria:

SC: I can safely share ideas and information to a friend and guest speakers

SC: I can use a digital image and a recording for sharing online (class blog)

SC: I can use the software program PhotoStory 3

SC: I can select the hardware needed to use movie maker

SC: I can use a digital camera to take a still photo

SC: I can choose the best image to share

SC: I can create a piece of media artwork

SC: I can talk about the Gold Coast Suns media experience

SC: I can understand why the GCS made this media artwork

Media Art: Leilani and Noah

Media Art: Jett and Zahara

Well done.

Media Art: Gold Coast Suns Community Camp and Little Legends

We are extremely excited to present our Discovery learning for you on our blog! We have been working so hard with our partners to produce our very own Media Art.

Here are the first round of Media Art presentations. Next, round will be available tomorrow.

In Year 2 we learning to:

WALT: safely share ideas and information online

WALT: use the movie maker program to share our experiences online

WALT: use hardware when using a movie maker

WALT: experiment with a digital camera

WALT: be selective when choosing images to share

WALT: present and share a media artwork

WALT: respond to media artworks (Gold Coast Suns media)

WALT: consider where and why people make media artworks (Gold Coast Suns media)

To be successful at our learning we used a success criteria:

SC: I can safely share ideas and information to a friend and guest speakers

SC: I can use a digital image and a recording for sharing online (class blog)

SC: I can use the software program PhotoStory 3

SC: I can select the hardware needed to use movie maker

SC: I can use a digital camera to take a still photo

SC: I can choose the best image to share

SC: I can create a piece of media artwork

SC: I can talk about the Gold Coast Suns media experience

SC: I can understand why the GCS made this media artwork

Media Art: Estella and Blake

Media Art: Carys and Layla

Media Art: Charli and Aimee

Media Art: Cian and Tryggr

Media Art: Ella R and Aiden

Media Art: Ella B, Summer and Charlee

Media Art: Esiah and Chad

Media Art: Grace and Flynn

Media Art: Haley and Jordan

Media Art: Caitlyn and Hudson L

Media Art: Liam and Jaxson

Media Art: Levi and Chloe

Media Art: Lhotse and Lynk

Media Art: Maarten and Adele

Media Art: Madison and Emily

Media Art: Martha and Sienna

Media Art: Miya and Ella H

Media Art: Olyvia and Hudson T

Media Art: Xavier and Eva

Thank you. 

Year 2 WALTs

A snapshot of what are we learning in Year 2!          

WALT (We are learning to…)

 

Religion:

• Explain the purpose of reconciliation and the sacrament of penance
• Pray for forgiveness (admission of sin, saying sorry, asking God’s help to change and seeking to heal one’s loving relationships with God, with others)
• Participate with respect in a variety of personal and communal prayer experiences including prayers for forgiveness. 

Maths:

• Understanding three-digit numbers as comprised of hundreds, tens and ones
• Investigate what happens when a shape is flipped, slid, and turned with               
  one – step movement.
• Describe outcomes as ‘likely’ or ‘unlikely’ and identify some events as ‘certain’
  or ‘impossible’.
• Identifying 3D geometric features such as the number of faces, corners or edges
• Identify the rule in number sequences
• Identify different ways to make different money values
• Name and recognise all Australian coins and notes

The Arts- Visual Art and Drama:

• Use different materials and techniques to design artwork.
• Create an artwork for a specific audience and purpose.
• Use voice, facial expression, movement and space to present a piece of poetry.

English:

This term we have a focus on Poetry in English. The children will be learning the text and language features around reading, producing and presenting poems. The following WALTS will be taught using the context of a range of poetry.

• Read poems and understand images can add meaning to poems
• Read poem with unfamiliar vocabulary and a large number of High Frequency Words
• Read poems aloud using punctuation to enhance meaning and expression
• Use a variety of strategies to present poetry
• Identify sound patterns in poetry (Alliteration, Rhyme, Onomatopoeia, Repetition)
• Use topic specific vocabulary when identify features of poetry
• Explain preferences by comparing and contrasting different poems
• Spell words with regular spelling patterns
• Spell words with less common long vowel patterns
• Self-correct and blend sounds when reading poems

Along with this text focus, the children will also have opportunity to understand and apply these WALTs along with Handwriting, monitoring meaning and identifying main ideas and supporting details in texts, reading with increased fluency and spelling strategies in Literacy Rotations each week. 

Discovery: HASS (History), Science, Design and Technology:

• Predict outcomes of investigations
• Identify push and pull items that are all around us
• Collect, compare and record observations
• Compare objects (toys) from the past and present
• Design my toy using a sequence of steps
• Label the parts needed to make my push pull toy 

Bounce Back: Circle Time:

• Identify and name personal emotions, and the impact emotions have on their lives.
• Understand how others are feeling – empathy.
   
  

Messages:

• Year 2 will be on Assembly Prayer Friday 12 May
• No school on Monday 1 May
• Ensure your child’s clothing and hats are clearly labelled. We offer multiple reminders for them to put their belongings into their bag to ensure learning time is not missed.
• We have noticed a number of students presenting with bites from break times. We would like to suggest spraying your child with a natural repellent before coming to school in an effort to prevent them from itching their bodies.

 

Warm regards

 

Year 2 Teachers – Ms Eyears and Mrs Lyons

Mental Strategies Addition (+) and subtraction (-)

We teach children a range of different ways to add and subtract numbers. We want

them to look for patterns and use them as much as they can. We want them to have

good number sense – an understanding of how and why different ways to add and

subtract work well.

 

The goal is for them to be able to do it in their head in a way that makes sense to them by the end of Year 2.

 

To develop number sense, students learn:

Counting on and counting back	14 + 3 … start at 14, then count on to 17 ie 15, 16, 17. 12 – 3 … start at 12 then count back to 9, ie 11, 10, 9.
To bridge to 10	Find the nearest 10 eg 17 + 5; 17 and 3 is 20 and add 2 more
Addition facts to 10	0 + 10, 1 + 9, 2 + 8, 3 + 7, 4 + 6, 5 + 5
Doubles	1 + 1, 2 + 2, 3 + 3, 4 + 4
Doubles + 1	1 + 2, 2 + 3, 3 + 4, 4 + 5
Splitting numbers into 10s and ones	62 = 6 tens and 2 ones
Counting in 10s	eg 5, 15, 25, 35, 45 or 2, 12, 22, 32 etc for 58+ 30 start at 58, then think 68, 78, 88
Counting down in 10s	eg 97, 87, 77, 67, 57 for 85 – 40 start at 85, then think 75, 65, 55, 45
You can add in any order but not subtract in any order	36 + 45 = 45 + 36 but 76 – 32 ≠ 32 – 76

 

This could be helpful in understanding the terminology used in class when encouraging your child to practice and understand mental strategies. Remember they have until the end of Year 2 to perform simple addition and subtraction calculations using a range of strategies. 

ANZAC DAY

Tuesday 25 April - Mass and March

On this day, we will be paying respect to those who made great sacrifices during the many conflicts Australia and New Zealand has been involved in over the years.

We start each year with a Mass and if you would like to attend it will be held at St Patrick’s in Beenleigh at 9.00 am. If you can’t be there for the mass, you can meet us in the church carpark at 10.00am in full school uniform (plus drink bottle).


The march starts at 10.30 am, and parents meet us at the end of the march and collect their children.


The service begins at 11.00 am.