Mother Teresa Year 3 2018

Incursion: Start Smart Primary Program - funded by the Commonwealth Bank

#Maths
#Money

Today we welcomed Mr. 'Super hero' Stanley to deliver the Start Smart program. He encouraged the children to change the way they learn about finance. By making money management interactive, engaging and fun, it gave the children the confidence to make smart decisions about money.

The program can be viewed below:

https://www.youtube.com/watch?v=NoZWBoCBSqY&feature=youtu.be

They children had a wonderful experience today and found it very entertaining.

Year 2 Liturgy

Year 2 would like you to join us for out Kindness Liturgy on Thursday 1 June at 9:00am.

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

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