3/4 B

Literacy

Our reading and comprehension strategy this week has changed focus from infering and predicting to summarising. This is to coincide with our research project in our Inquiry unit. 

We are learning to summarise as we read to help us understand the text. 

We will be successful when we can: 

• Figure out the main ideas and the most important information; 

• Record the main ideas; 

• Combine the main ideas into a written, spoken or visual summary of what we have read.

As part of our research we will summarise the main ideas and use these facts to help us plan for and write a narrative story about somone with a disability who overcomes challenges in their life and achieves a goal. We will begin planning for and writing our drafts in next week's Big Write. 

Inquiry

As mentioned above the students have begun researching a disability for our Inquiry unit 'In Someone Else's Shoes'. Some of these disabilities include vision impairment, muscular dystrophy and cerebral palsy

Working in pairs the students will:

- Find out basic facts and information about the disability

- identify some of the challenges faced by someone with the disability

- identify how can we support someone with the disability

- identify how awareness is raised about this disability i.e special days, fundraisers.

Maths

This week we will wrap up our division unit before moving into our fractions unit. Throughout our division unit we have been looking into effective strategies to help solve division problems, we've been learning to recognise that division is not always shared into equal groups (and sometimes there will be leftovers) and also recognise that division and multiplication are inverse operations i.e 7 x 6 = 42 therefore 42 / 6 = 7.

Respectful Relationships

In Respectful Relationships we have begun our unit on Gender and Identity.  The activities in this unit will assist students to:

• Analyse their multifaceted identities

• Differentiate between sex and gender

• Identify the restricting effects of negative gender norms

• Identify the enabling effects of positive gender norms

• Develop an understanding of the influence of the media and literature in the construction of gender norms

• Challenge negative gender norms experienced in their lived environments.

Below the children are participating in a game of human bingo. This game was played at the start of the unit to help us learn more about our similarities and differences. 

Research shows that children become aware of gender at an early age, being well aware of gender norms and making efforts to fit within gendered expectations by the time they are in kindergarten. As young children learn about gender, they may also begin to enact sexist values, beliefs and attitudes. They may, for example, insist that some games are for boys and others for girls, and actively reject peers from certain games. This means that it is important to commence work on building positive gender relationships within these early years. Classroom activities can be used to help children to explore gender identity, challenge stereotypes, and to learn to value and show respect for diversity and difference, and learn how to apply these attitudes within respectful gender relationships.

Coming Up...

Tuesday 23rd August - Maths Open Morning (9:00-11:00am)

Tuesday 30th August - StFX Footy Day

Week Beginning Monday 5th September - StFX Book Week, Book Fair, Book Week Live Performance and Year 3/4 excursion to Cube 37. 

Thursday 15th September - Circus performance 

Have a great week!

Regards Brendan