professional teaching program helen dimitropoulos term...

2011

Contents

Welcome to 3H …………………..

My Philosophy of Teaching ……………….

Our Multicultural Classroom ……………..

Multiple Intelligences in 3H …………….

How Special Needs students are catered for ……………..

Variations to Routine …………….

Crunch & Sip ……………….

Behaviour Management ………………….

Homework ……………….

Literacy

Talking & Listening

Writing & Handwriting

Reading

Grammar

Spelling

Numeracy

ICT

Science

PD/H/PE

CAPA

*STLA/ESL/ Behaviour Proformas

*Teacher Reference Material

2 Professional Teaching Program Helen Dimitropoulos Term 3

WELCOME TO 3H

This section of my professional teaching program contains all the

“housekeeping” information about our classroom such as

Timetables, Behaviour Management policy, philosophy of teaching,

catering for special needs students, multiple intelligences and

learning styles of my students and our multicultural composition. At

the rear of the program is the ‘Casual Teacher’s Day Kit’ which

contains all the information that casual teachers will need when

taking my class.

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SHARED READINGShared Reading is an interactive reading experience. Children join in the reading of a big book or other enlarged text as guided by a teacher or experienced reader. Shared Reading is generally accomplished using an enlarged text that all children can see. Student interactivity is the distinguishing feature of Shared Reading versus reading aloud. Selected books must be suitable for students to join in by pointing to or sliding below each word in the text. This provides children the opportunity to participate and behave like a reader. Shared reading models the reading process and strategies used by readers. The teacher deliberately draws attention to the print and models early reading behaviours such as moving from left to right, and word by word matching. Shared reading creates a risk free environment allowing children to focus on the enjoyment of the story.1 & 2 Plants as Food KWL

A Key Read as a class Grammatical

features Acrostic Poem

PLANTS Cloze passage Compare & Contrast

3 & 4 Mario Mixwell/ Be a Plant Scientist

WebKWLVenn

Predict Read as a class Grammatical

features Story map Comprehension Jumbled words

5 & 6 The Sunflower that went flop/How Plants Grow

BROWThe RakeWI Key

Predict the story Read as a class Story Map Cloze passage Jumbled words Picture walk


7 & 8 Trees KWLCompare & Contrast

Read as a class Rhyming words Cloze passage Jumbled words

9 & 10 Jack & the Beanstalk/Seeds Get Around

Reverse Predict the story Read as a class Picture walk Jumbled words Rhyming words Story Map

Intellectual Quality

Quality learning environment

Significance

Deep knowledge Deep understanding Problematic

knowledge Higher order

thinking Metalanguage Substantive

Communication

Explicity quality criteria Engagement High Expectations Social Support Student self regulation Student Direction

Background knowledge

Cultural knowledge Knowledge

integration Inclusivity Connectedness Narrative

Resources Multiple Intelligences Teacher Evaluation/Comments

GRAMMARScope & Sequence Stage 2

Homonyms Word families Pronouns Direct speech Indirect speech Syntax Noun groups Verb groups Nouns Adjectives Relating verbs Adverbs Prepositions Suffixes Prefixes Evaluative language Similes

Outcomes:

WS2.10

Produces text clearly, effectively and accurately using the sentence stucture grammatical features and unctuation conventions of the text type.

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Teacher reference books

Year 3 core program

ICT IWB for fun

grammar activities

Linguistic Logical Spatial Kinesthetic Musical Intrapersonal Interpersonal Naturalist

Did students work independently to complete grammar exercises?

GRAMMAR : TEACHING AND LEARNING ACTIVITIES SEQUENCELesson 1

PronounsDefine in language booksComplete student worksheetIdentify examples in Shared Reading book

Lesson 2

Speech MarksDefine in language booksComplete exercise on IWB and student worksheetIdentify examples in Shared Reading book

Lesson 3

Noun GroupsDefine in language booksComplete exercise on IWB and student worksheetIdentify examples in Shared Reading book

Lesson 4

AdjectivesDefine in language booksComplete exercise on IWB and student worksheetIdentify examples in Shared Reading book

Lesson 5

AdverbsDefine in language booksComplete exercise on IWB and student worksheetIdentify examples in Shared Reading book

Lesson 6

PrepositionsDefine in language booksComplete exercise on IWB and student worksheetIdentify examples in Shared Reading book

Lesson 7

SimilesDefine in language booksComplete exercise on IWB and student worksheetIdentify examples in Shared Reading book


Lesson 8

NounsDefine in language booksComplete exercise on IWB and student worksheetIdentify examples in Shared Reading book

Lesson 9

Evaluative LanguageDefine in language booksComplete exercise on IWB and student worksheetIdentify examples in Shared Reading book

Lesson 10

RevisionComplete a booklet with the various grammatical concepts – use as formal assessment

READING ORGANISATION

In Term 3, reading will be structured in the same way as it was in the previous two terms. All students will participate in Shared Reading, Group Guided Reading and Independent Reading. The only concept I have introduced fresh for the term, is Buddy Reading where each day, all students choose a partner and they sit together and read to one another – one page at a time.

Each fortnight, a new shared reading book is passed on to 3H. From this, many activities follow. Children are engaged while I read to them, and from there we pick out grammatical features, complete cloze passage activities, comprehension exercises, dictionary meanings and sentences and word shapes.

Group Guided Reading time is organised so that the four reading groups are working simultaneously on different activities and rotate

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every 15 minutes, so that I can hear each student read to me independently. During this time, I take notes and assess the comprehension and reading ability in order to determine if that student is ready to progress to a higher level in reading.

The table activities are:

Handwriting booklet Computers – Blog Ed, publishing and Wikispace Comprehension stencil

WRITING ORGANISATION

Students will be taught a wide variety of text types throughout the year. This term we are focusing on Information Reports (part 2) and Narrative texts. Our writing will relate to our HSIE topic of “Plants”.

Students will engage in these writing experiences throughout the term:

1. Journal Writing (once a week)2. Formal Writing (Team Teaching twice a week)3. Creative Writing tasks (poetry, topic talks, story)4. Handwriting (2 formal lessons per week and reading group

activity)


How do I cater for the special needs of students in my

classroom?In 3H, the class is working mostly at the same level. After extensive testing and assessment procedures conducted early in Term 1, it was found that the majority of students are working at the average level. There are a few students who require STLA support and I also have two New Arrival students from overseas. These students attend support learning lessons with Keren Jones, Mira Velevska or Niky Kaur. These remedial lessons occur daily in most cases or twice weekly in one. Please see class timetable for withdrawal session times.I also have assigned peer tutors to work with these students daily, with sight word recognition, phonics and literacy games which take around 15 minutes each. This encourages students to work with peers, feeling in control of their own learning and the explicit, consistent practise has proven to improve student learning and retention of language.I also use the opportunity of team teaching to organise my class into ability groups and ask the support teacher to take one of the lower groups and work through the lesson at a slower pace with modified work. This

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enables me to work with the majority of the class who work at the same level. The higher achievers always have a prepared booklet to go on with which is titled “My Extension Booklet” so they are not bored or wasting time while waiting for the others to finish. Lower ability students have modified work and easier booklets to go with in between lessons, or for when they re-enter the classroom after their withdrawal lessons. I aim to ensure all children are working at their own level throughout the day and can achieve good results at that level to help build their self esteem and confidence.

VARIATIONS TO ROUTINE

TERM THREE

Week Event / Changes to timetable

1

2

3

4

5

6


7

8

9

10

CRUNCH &SIP

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This year in 3H, I have introduced the idea of ‘Crunch & Sip’ due to the long wait in the morning to have lunch. So at 10:45am children are allowed to sit at their tables with a piece of fruit and/or a healthy drink and continue working until 11:00am. It is a healthy eating scheme which has been working very successfully in the classroom since Term One. Children then stop again for lunch at 11:35am.

TALKING AND LISTENING


As many children are shy and not confident to speak in front of their peers, this term I will be continuing the ‘topic talks’ concept so that children are researching, preparing and presenting information to their classmates and building on their confidence at the same time.The topics for this term are:

Week 1 The ideal holiday Week 2 My favourite plant Week 3 The history of Bankstown PS Week 4 Why is the sky blue? Week 5 Own choice Week 6 My favourite book Week 7 When I grow up I want to be … Week 8 The best invention!

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TOPIC TALKS ROSTER FOR TERM 3

WEEK 1 Kayanat Christian Tina

WEEK 2 Dante Christina Anthony M

WEEK 3 Pei Anthony B William

WEEK 4 Sheilzira Zak James

WEEK 5 Keyara Fadia Naura

WEEK 6 Anny Richard Kylyn

WEEK 7 Joanne Safiyya Anne

WEEK 8 Jocelyn Brandon

Science & Technology


The unit of Plants is a science unit based on the concept that children will be able to identify and describe the structure and function of living things, understand the ways in which living things interact with other living things in their environment and why we need plants to survive. They will also conduct investigations by observing, questioning, predicting, test, collecting, recording and analysing data and drawing conclusions. Finally, students will select and use a range of equipment such as computer based technology, materials and other resources and develop the skills to enhance investigation and design tasks.

Areas of Integration:

English Information Reports, Descriptions, Explanations

Mathematics Data, Measurement, Number PD/H/PE Health CAPA Art & Craft

Personal Development, Health & Physical Education

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Physical Education

Year 3 are able to participate in PSSA on a Friday from 12:05 – 3:00pmThe students who do not participate in PSSA are provided with school sport which is carried out as Junior Sport (Years 3 and 4) from 12:15 – 1:15pm. This is organised by the Sport Co Ordinator (Mrs Dimitropoulos) and is arranged so that children remain in class groups and rotate from teacher to teacher, who practises a certain skill, followed by a game/sport activity as set out in the Syllabus. The rotations follow on every fortnight. Please see booklet for more information.Individual class PE occurs for half an hour per week.In Term 3 a company called “Bounce” come once a week and teach the children gymnastics skills in the main school hall. Each child pays for this programme. Children who do not participate must remain with the class teacher and watch the activities. Personal Development & Health During the year students are presented with teaching and learning activities that contain content about child protection and safety. Such content is carried out for half an hour a week. In Term 2 the topic taught is centred around Drugs and Alcohol. The school has its own Social Skills program which provides teaching and learning activities that are carried out for half an hour a week.


Outcomes: PHS2.12, TS2.1, TS2.2, WS2.9 Discusses the factors influencing personal health choices Communicates in informal and formal classroom activities in school and

social situations for an increasing range of purposes on a variety of topics across the curriculum

Interacts effectively in groups and pairs, adopting a range of roles, uses a variety of media and uses various listening strategies for different situations

Drafts, revises, proofreads and publishes well structured texts that are

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more demanding in terms of topic, audience and written language features

Lesson Teaching and Learning Activities Resources 1 Drugs

What is a drug? Create a shared definition then copy

proper meaning into book. Look at the sheet containing various

products and identify the items that contain a drug

Look at magazines to find products that contain drugs. Paste them into columns on A3 paper

Discuss legal and illegal drugs

KWL chart – IWBA3 paperMagazinesScissorsGlueHealth booksStencil (resource folder)

2 Discuss what medicines look like and why people use medicines. In pairs brainstorm types of medicines and who gives medicines to them.

Read the case study on Marly to the class about taking medicines. In groups brainstorm responses to the questions and list all the people Marly could go to for help.

Mind Map A4 paperHealth booksCase study sheet

3 Develop two sets of rules :1. How can medicines be kept safely

in my home?2. How can I use medicines safely?

Publish the set of rules for display in their home

Write an acrostic poem for medicine which includes some safe keeping procedures

Draw the medicine cupboard at home (make up if they don’t have one)

IWBCardboard sheetHealth books

4 Smoking Class activity – On an outline of the

human body match the body names to the parts of the body and paste them in the correct place. Match the effects of smoking and glue it next to the part of the body it affects

Brainstorm knowledge of what is written on cigarette packets. Discuss the health warning on cigarette packets: What do they mean?: Why are they on packets?: Do you think the health warnings influence people to smoke?

Create new health warnings for cigarette packets and illustrate

Model how to complete the choices and consequences chart. In pairs complete a choices and consequences chart on a chosen smoking issue

Role play scenarios on what to do if someone is smoking near you

Outline sheetsCigarette packet


(Passive smoking)

5 Alcohol Investigate different drinks from

magazines or prior knowledge and categorise into alcoholic and non - alcoholic groups. Alcoholic drinks are for adults because they should be old enough to handle them

Design a label for a non - alcoholic product and or design a poster to promote a non - alcoholic drink

Complete the cloze passage on “Alcohol Facts”

Write the statement “if an adult drank lots of alcoholic drinks it makes them…..” (angry, dizzy, silly)

Health books

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Creative & Practical Arts

Visual Arts

Art and craft activities centred around our theme for the term “Plants” are carried out for an hour per week covering the strands and forms. There are five set lessons that have been developed for the grade. Other art and craft activities are to be developed to support and supplement the five teaching and learning activities provided.

Music

Each term one musical piece (poems, songs, chants) is presented and learnt where a variety of concepts are taught on a weekly basis for half an hour. The songs have been developed and are taken from the DET “Vocal Ease” musical program” but also from some wonderful resources I have sourced from the school library.

Dance and Drama

Dance is not compulsory although this term we are preparing for the School Festival Day in Term 4 and therefore a musical item is being practised to the song “Firework” by Katy Perry to complement the whole school theme for the day being HERO.


In 3H also, I have sourced some great Reader’s Theatre books to have the children doing Drama. We are also learning a song in class called “I Believe” which we will perform to our grade at an assembly in Term 4 to round off the year. A highlights DVD will also play on the large screen in the background to illustrate how by believing in yourself, you can achieve!

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