Grade Two Handbook by sdsdfqw21


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                   Nottingham Road

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Grade Two Handbook
 Clifton Preparatory School - Academic Principles                                               Unity

The children and staff respect the following principles                             I dreamed I stood in a studio
   Support for self-directed learning.                                           And watched two sculptors there,
   Programmes which reflect the real world and its changing nature.         The clay they used was a young child’s mind
   The recognition and support of individual needs and aspirations.               And they fashioned it with care.
   Involvement of the parents and the community.
   Striving for the development of lifelong learning.                                     One was a teacher:
   Maintaining flexibility and accountability within the academic          the tools he used were books and music and art;
   curriculum                                                                              the other a parent
   Fostering critical and creative thinking, problem solving, risk-          With a guiding hand and gentle loving heart.
   taking and decision making.
                                                                                 Day after day the teacher toiled
Message from the Staff
As a staff we take pride in the achievements of all our children. We
                                                                                With touch that was deft and sure
encourage the pursuit of academic excellence, yet at the same time             While the parents laboured by his side
instill the important values of respect for self, others and the school.        And polished and smoothed it o’er
We provide an environment that makes all our children feel at home
and that encourages them to be active learners involved in a variety of         And when at last their work was done,
experiences. We teach them to be self-motivated, self-disciplined and        They were proud of what they had wrought.
self-directed in their learning. All our efforts around their education     For the things they had moulded into the child
take into account the following principles of learning:                           could neither be sold nor bought!
    We all learn in different ways
                                                                                And each agreed he would have failed
    We all learn at different rates                                                    if he had worked alone.
    We learn through interaction                                               For behind the parent stood the school,
    We learn through observation                                                  and behind the teacher the home!
    We learn through effort
    Learning should be fun

We are committed to providing the best education possible for your
sons and daughters. Knowing that you, as parents are the primary
educators of your children, we encourage your involvement and
participation - our doors are always open.

The Clifton Staff
          HARMONIOUS HOMEWORK HABITS                                                     Daily Routine
 DO put conscious effort into developing good study habits     7.45 am      Arrive at school.
             - the dividends will last a lifetime.                          Unpack bag into locker.
                                                                            Place notebook in classroom.
DO show interest and concern that will show your child that                 Alert teacher to any messages.
                       study matters.
  DO explain why homework is important and not just an         .8.oo am     School begins
                infringement on spare time,
                                                               8.00am       Monday, Assembly in Chapel
    DO provide helpful conditions, peace and quiet, non
                  interference by siblings.                    8.00am       Thursday Junior Primary Assembly in Chapel
   DO negotiate a time and a time limit - it’s quality not     13.00 pm     Friday—Chapel
                                                               8.00 am      Lessons begin
                    quantity that count.
   DO encourage an atmosphere of learning in the home,         10.00 am     Snack time - Each child must bring a light snack for tea–
            discussions, listening and tolerating                           time. No chips or sweets.
              opinions, realistic expectations.
                                                               10.30 am     Lessons continue
DO praise effort and give help where needed, encourage her     11.30 -12.30 Sport on Tuesday and Thursday
to admit mistakes, help her to look up information that will   12.30 pm Lunch in the dining room: Monday - Thursday the
                             help.                                          school will provide a ‘sit down’ lunch for the children in
   DO withdraw a privilege when homework is not done.                       the dining hall.
  DO approach the teacher if your child cannot finish the      1.00—2.00pm        Back to class. Monday and Wednesday
              homework in the allotted time.                   1.00—15.00 pm      Tuesday & Thursday
 DON”T let even small tasks get neglected—the message is
             clear—it doesn’t matter anyway.                   Saturday School: This takes place once a term, as per the calendar
                                                               and finishes at 12.30 pm.

                                                                            The children have Afrikaans with Mrs Combrinck. every week for half
Objectives                                                                  an hour.
     To expose the children to as much print as possible.
     To keep the pupils motivated to learn to read by providing a rich      Drama
     diversity of literature, including fiction, non-fiction, magazines,    One hour of Dama per week with Mrs Sally Cahill.
     poetry, plays, newspapers, recipes and posters for them to select
     from.                                                                  Art
     To let the pupils understand that there are many purposes and uses     One hour of Art per week with Mrs Jane Cahill.
     for reading and that learning to read is a lifelong process.
     Reading aloud pertinent and interesting books to the children to       Clothing
     engender a love of books and reading.                                  Please ensure that all clothing is properly labelled. The lost property
     To make reading a life time habit for recreational purposes.           box is either outside, or in the old J.P. block.

Basic assumptions about the reading process
Reading is a global activity rather than a collection of isolated skills.   If you are taking your child shopping in uniform after school, (the
Meaning therefore, is the initial and essential concern of the reading      Spar included) please remember they must wear full school uniform -
process.                                                                    shoes and socks must be worn.

The order of teaching and emphasis is therefore:
1.     Meaning
2.     Sentences
3.     Phrases
4.     Single words
5.     Letter clusters or syllables
6.     Letter sounds

              Reading is concept driven. The reader brings prior
             knowledge to the text; predicts; confirms or modifies
            hypotheses while reading. They actively interrogate the
                  text. These skills cannot be taught but are
           developed through reading. We learn to read by reading.
   2 night stay at the Spirit of Adventure Camp.

Term 4                                                                                          How can You help?
   2 night stay at Greystone Camp.
   Picnic at Midmar Dam.
                                                                            Children whose parents become involved with their reading
Outings are an invaluable part of the educational process. Children
                                                                                            make the best progress.
learn about their environment and at the same time learn to help each
other by team spirit thus helping to build good social skills.
                                                                            Read aloud to them every day
                                                                            Talk about the cover, the title and what you might expect
Projects                                                                    Ask questions like what might happen next
These are encouraged from the second term. Children do them on              When you have finished let your child ‘read’ and retell some parts
their own and are encouraged to decorate their project to make it ‘eye-     of the story - point to the words if they are reciting it back to you.
catching.’ I would rather a child do a simple project than produce an       Be ready to re-read favourites - the more often the better.
elaborate one where mum or dad have had the most input.
                                                                          When your child reads aloud to you:
There are wonderful non-fiction books in the Reading Room that a
child could choose. The simpler the better. After reading the book the
child can write down a few sentences that interested them. Magazines
can be used for pictures that are appropriate or the child can draw a
picture. Projects are done at home at any time and the children may do                                                        DO
as many as they wish. When completed they are brought to school and                                                        help when
                                                                                           DO                              she’s stuck
the child reads them to the class, a short discussion follows.                      praise her efforts

Specialist Subjects

There are three half hour music lessons per week where we have fun
exploring music in all its diversity. Mrs Kerr teaches music.
                                                                                  DON’T                                  DON’T
Zulu                                                                            expect her to
The children have half an hour of Zulu a week with                Mrs                                                  worry about
                                                                                  be word-                            mistakes - that’s
Mariemuthoo.                                                                       perfect                                normal

                Why Individualised Reading?
                                                                                     A new sound is given each week. There will be a list of words with
    People respond individually to books. Interests and tastes vary.                 that particular sound in. The children choose a word from the list and
    This is respected in the child reader. The book should be the                    put it into a well constructed sentence. Sentences must start with a
    choice of the individual so that they are motivated.                             capital letter and end with a full stop. The child’s writing must be neat
    The child should meet with immediate satisfaction. The book                      and it must be corrected if necessary.
    must therefore be at a level that the child can cope with. All the
    books are therefore graded in levels of difficulty known to the                  Communication Channels
    child.                                                                            Parents are encouraged to come into the classroom before or after
    The child can read widely at any one level and can attempt other                 school to look at their child’s work. If there is a problem parents are
    levels when they so wish. In this way the child takes on much of                 duly notified and a formal meeting is set up. Children with specific
    the responsibility of their reading progress and so becomes an                   difficulties are carefully monitored and referred to either the
    independent learner.                                                             Educational Psychologist, the Remedial teacher, the Speech Therapist
                                                                                     or the Occupational Therapist.

                                                                                     Library Books
      Why the Language Experience Approach?                                          Every other Friday we visit the Nottingham Road Library and take
                                                                                     out one fiction and one non-fiction book. The children enjoy time
The relationship of the spoken and written language is recognised by                 spent browsing and choosing their books. No book will be issued if
the child - what I think, I can say. What I say can be written, and what             the previous one has not been returned as we wish to foster a sense of
is written I can read. So their first reading material are their own                 responsibility. Please make sure that your child takes good care of their
thoughts and experiences and is therefore individualised, interesting to             book. If there is any loss or damage to the book a replacement fee is
them and vocabulary and sentence structure are easily processed                      levied.
because they generated them. Reading is meaningful and the children
see a purpose in print.                                                              Outings
                                                                                     Our outings are theme related where possible.
How language is taught and developed
                                                                                     Term 1
The more everything is linked up with everything else, the richer the mind and the      Entabeni - concentrating on the study of Birds and Water birds.
more powerful the capacity for thought and understanding.                               Visit to the Crane Centre
                                                                        Hemington       Easter Outreach visit to Amberfield Frail Care

Thematic teaching facilitates the development of language in all it’s                Term 2
forms, listening, speaking, reading and writing in an integrated way                    2 night stay at a Wagendrift/Weenen.
where subject boundaries are not clearly defined.                                       Visit to the PMB. Museum.
As well as language a theme may incorporate mathematics, literature,
word study, music, physical education, drama, art, life skills, computer             Term 3
                                                                           science and in Grade Three Afrikaans and Zulu.
Homework is a very important part of your child’s academic                 It must be borne in mind that some aspects of some subjects cannot
development. You as parents are the prime motivators of your               be integrated into a theme and are taught separately, for example some
children and your support and positive approach to homework will           Maths concepts must be taught in isolation for correct understanding.
make all the difference to your child’s education. Please ensure that
homework is checked every day and that mistakes are corrected.             Themes are pupil-orientated and relevant to topical issues and chosen
Homework in Grade Two will consist of the following:                       with the pupil’s needs, interests and experiences in mind. Each theme
                                                                           caters for the individual needs of the class; extension caters for the
   Reading and Phonics or sounds of letters                                more able child, while the needs of the remedial child are also met.
   Counting and other Maths problems
   Preparation for oral presentations in the classroom.                    Language activities and skills taught in the JP
   Spelling - daily practice of high frequency words
If for any reason, no matter how trivial, the homework is not done            Matching sub-titles to a series of pictures
please write a note in the notebook to relieve anxiety.                       Sequencing sentences and paragraphs
                                                                              Cloze & deletion exercises
            *The notebook is to be signed every day.*                         Cause/effect
Reading.                                                                      Fact/Fiction
The child will either have a book from the Reading Room or a                  True/False
Longmans group reader. The homework book must be signed by the                Reading for detail
parent, and the title of the book and the pages read must be recorded.        Analogies
The child need not complete the book in one night but must read at            Poetry
least 5 - 10 pages, at the parents discretion. The pages to be read in        Classification
the Longmans Books will be stipulated. If a child has difficulty reading      Matching ends to beginnings sentences
a book then the parent must run a finger under the print and read             Sequencing a series of pictures and sentences
aloud with the child.                                                         Choosing correct sentence endings
Spelling                                                                      Recognition of main ideas
The high frequency words and any other word given for that week               Research reading
must be learnt by the ‘Look. Cover, Write, Check Method.‘ This                Written Comprehension— literal, critical and interpretive
can be done in the homework book and the children must be                     Analogies
encouraged to do this on their own. The parents must check that they          Keywords
have checked their words properly and that errors are corrected.              Dictionary skills
This is an important part of the reading and spelling programme. By          High frequency words and words for the Theme or from pertinent
introducing certain sound combinations children are able to recognize        topics covered in class are given each week. These words are tested on
and spell unfamiliar words by sounding them out.                             Fridays. Any high frequency words misspelt are given to that child to
                                                                             include in the following weeks list. Spelling is, therefore individual as
1st Term: Word Endings - est, ck, nk, all, ell, ill                          well. Competent spellers are always given extra words as challenges for
          sh, ch, th, wh.                                                    that week.
2nd Term: Oo, ee, ea, ai, ay; Long Vowel: a-e, e-e, I-e, o-e, u-e.
3rd Term: Revision of Long Vowel; Ow, ir, ur, ar.                            Writing
4th Term: Revision of all work; Silent - w (wrist), k (knee), b (lamb), ph   Printing is done in the 1st and 2nd terms. In the 3rd.           term
          (Photograph); igh                                                  cursive writing is introduced. Please ensure that their
                                                                             homework is neatly presented.
1st Term: Birds and Easter                                                   Maths
    Indigenous birds                                                         What is important is that if a concept has been taught it should be
    Characteristics, Habitats, Adaptations. Identification.                  applied in many different situations. A concept taught using small
    3 South African Crane Species: Identification, Recognition, Habitat      numbers should enable the child to work equally well with large
    Destruction, Awareness.                                                  number - the same concept applies, if 20+5=25 then 220 +5=225, if
                                                                             23+12=35 then 231+123=354.
2nd Term: Wild Animals
   Indigenous animals                                                        In Grade Two we cover :
   Characteristics, Habitats, Adaptations, Identification                       Number Names/Symbols
   Care                                                                         More/Less
   Endangered Animals                                                           Conservation and Sequencing of numbers.
                                                                                Counting all, counting on.
3rd Term: Space                                                                 Spider Sums, Train sums
   Planets - order and identification.                                          Doubling and Halving
   Stars - galaxies, constellations                                             Word Problems
   Day and Night                                                                Estimation and Measuring
   Our Continent on Planet Earth                                                Decomposition of numbers (breaking down eg.
   Gravity - Isaac Newton                                                       43 into 40 and 3)
   The Moon - Neil Armstrong                                                    Fractions
   The Sun.                                                                     Multiplication and Division (third term)
                                                                                Money, Mass and Measurement
4th Term: Care of the Earth and Christmas
   River and Land Pollution                                                  Children work at their own pace. If someone can add 2 digit numbers
   Care of our Flora and Fauna.                                              together with ease then they will be encouraged to try 3 digit numbers
Spelling                                                                     as that child would have been given the ‘tools’ with which to do this.

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