LABURNUM PRIMARY SCHOOL
YEAR 2 – 2018 INFORMATION HANDOUT
The following is an outline of the Year 2 learning for 2018. It is hoped that this will assist you to understand the range of learning tasks and activities your child will be involved in at school, and the ways in which you can assist them.
In Year 2 we are expecting a higher level of independence, responsibility and initiative from students. We will endeavour to provide opportunities that foster growth in friendships, resilience and cooperation. Teamwork is a vital for skill to be able to maintain positive relationships inside and outside the classroom. In Year 2 we use goal setting and reflection to assist in raising expectations and encouraging students to be more accountable for their learning.
A daily focused 100-minute English session is an essential feature of the classroom program and is carefully balanced and structured in order to cater for the literacy needs of all students.
At any given time during the literacy block the children will be working with the teacher, in groups or individually on a range of learning tasks designed to consolidate and extend their literacy understandings. Such tasks include, but are not confined to, shared and guided reading, writing & spelling; responding to texts; listening posts to further develop an understanding of fluency and expression; digital technology tasks to become more familiar and independent at using iPads; personal reading and comprehension tasks to strengthen important skills.
In Year 2 there is a large shift towards growing student’s comprehension of their reading rather than just decoding.
The two main forms of comprehension students need are:
– LITERAL questions: Where students can find the answer directly in the text. To answer them well they need to read the text very carefully and find the exact words that tell them what the question asks.
– INFERENTIAL questions: Where the text does not actually tell them, but they can work out the answer by considering the hints and clues in the text in the light of their own knowledge and experience. To answer it well they need to read the text very carefully and draw conclusions of their own from the hints and clues they are given (but not completely make things up, or jump to conclusions not supported by the text).
– ‘Take-home’ reading is also an integral part of the program. Take-home books provide opportunities for children and parents to share reading time, and in particular they provide the opportunity for children to practise the smooth orchestration of all the reading behaviours necessary for effective reading. This will begin by the end of week 3. We will soon be asking for volunteers to help with reading at school, in consultation with parent representatives and classroom teachers.
In Year 2 students move from being exposed to persuasive text types of Expositions and Response to these becoming a major writing focus. They will create slogans and posters to try and persuade an audience. Students will also begin to attempt writing simple information reports and they will learn the structure and language needed.
Writing in the classroom includes a whole class focus on writing through modelled or shared writing, and a small group focus using interactive, guided and independent writing sessions. Through these sessions children learn how to plan, compose, record, revise and publish their writing using a range of text types. Such text types include: Recounts, Narratives, Procedural texts, Reports and Explanations. As spelling is a subset of writing, much of what the children learn about spelling is taught during these writing sessions, both formally and informally.
In Year 2 students will have three 20 minute spelling sessions a week. They may be working with the teacher on strategies and applying these in their everyday situations.
The classroom spelling program facilitates the natural progression of children through the stages of development in spelling by assisting them to learn more about the nature of conventional spelling and by helping them to develop strategies for correct spelling. They are fostered through the following practices:
Providing purposeful and varied writing experiences daily
Modelling conventional spelling through writing tasks
Learning how to apply spelling strategies that will help them to correctly represent written English Encouraging children to take risks with spelling
Developing an interest in words through word investigations
Through these practices Year 2 students will be taught spelling components, including: sounds, spelling patterns, syllabification, contractions, compound words, homophones, plurals, prefixes and suffixes and high frequency words.
Spelling is more than just learning words. Competent spellers use many strategies in tackling unfamiliar words. The growth in the range of these becomes obvious in the children’s independent writing.
Speaking and Listening
Opportunities for speaking and listening occur throughout the day, regardless of the learning area being investigated or the specialist class being taken. The Year 2 program has children working toward achieving some of the following outcomes:
Listening to and producing sustained spoken texts that deal with familiar topics
Adjusting own speaking and listening for different familiar situations (i.e. small and large groups)
Asking questions of clarification and making comments that expand or clarify ideas for listeners
Handwriting is taught formally with attention to correct grip, starting point, direction and formation. Neatness and presentation are encouraged at all times.
In Year 2 distinct focus on the flicks in the letters is important to help prepare them for joining when in Year 3.
The Early Years classroom provides a common framework for daily mathematics sessions of 50 minute duration. The time is structured into three sections:
Whole class focus – introduction of the topic and explicit modelling
Small group focus – explicit instruction of skills and strategies at targeted needs
Whole class share time – reflection and celebration of student learning
In the table below is an outline of the topics to be covered this year.
At Laburnum Primary School we believe that children learn best when they are able to integrate all areas of the curriculum to ensure that it is relevant and meaningful to the students. In Year 2 we continue to use an Inquiry based approach to learning and teaching delivered through a thinking curriculum that engages students, encourages independent and collaborative learning and supports students and teachers as life-long learners. Learning areas are based on the Victorian curriculum – http://victoriancurriculum.vcaa.vic.edu.au/ . Inquiry includes History, Geography, Science and Design technology.
In Year 2 teachers and students focus on the development of skills associated with Inquiry based learning, such as; comparing, analysing, discussing and reflecting. Also, these skills involve the capacity to formulate questions, gather data, organise and critique data, communicate information to others and take action.
Homework is intended to provide children with the chance to build on their learning and development at school. It also helps parents to follow their children’s progress. Prescribed homework will be very closely linked to the Year 2 classroom program.
The type and amount of homework may vary from one week to the next (e.g. Maths, English, Inquiry, etc.), but will always have a very clear purpose, and within the child’s knowledge and capabilities. Take-home reading will form the majority of the student’s homework.
We actively encourage all children to read their take-home book each week-night as it provides the opportunity for children to practise the smooth orchestration of all the reading behaviours necessary for effective reading. It would be appreciated if approximately ten minutes could be set aside each day to hear your child read, and to help establish a lifelong habit of regular reading – especially for enjoyment.
Where prescribed homework appears beyond a child’s understanding (e.g. If a child is unable to explain “how to do it”), or conflicts with other family commitments, family upsets should be avoided and a brief note from a parent will ensure that the child is excused.
In accordance with the Department of Education and Training (DET), Laburnum’s homework guidelines (as per Laburnum Primary School Homework Policy), indicate that children working in Year 2 should complete no more than one hour per week on other homework tasks.
Laburnum Primary School has a long history of active parent involvement and actively encourages this positive link between school and home.
There are many ways in which parents can be of assistance in the classroom program, particularly in the Early Years P – 2 where they can provide valuable assistance during the literacy block. To ensure consistency of approach and continuity for the children, we expect all parents who wish to assist in the classroom to undertake the Classroom Helpers Course, offered during Term 1/2.
Other ways that you may be able to assist are: on excursions, sports days, working bees, Parents’ Group, special themes days, or during other classroom sessions (as per individual teacher’s needs).
Please note that if you wish to be involved in any of these activities you will require a ‘Working with Children’ certificate, as required by DET.
Details of how to apply online can be found on our website, under ‘Our Community’
An important part of our classroom practice is to actively encourage the children to take increasing responsibility for their own learning and personal organisation. Parents can assist in this process by ensuring children:
Pack/unpack their own bags
Return notices about excursions, book club, etc.
Are responsible for their own sunhats, jumpers, personal items, etc.
Responsible for their reading and homework
Meet at a designated spot giving children responsibility to meet you
Letting children walk to line-up by themselves.
Please take the time to ensure that all your child’s clothing is named so that should it be misplaced it can readily be returned to its owner.
Parent – Teacher Communication
As always, Laburnum Primary School has an open door policy with regard to parent-teacher communication. In providing the best possible outcomes for your child it is crucial that this two-way communication is maintained. If you wish to speak to the classroom teacher with regard to your child, or any other issues that may arise, we ask that you make an appointment time with the teacher at a mutually acceptable time. This appointment can be made via a letter, phone or personally before or after school.
Should there be any changes in circumstances, please ensure you update any information kept at school, eg.
Emergency contact numbers, parents’ work phone numbers and any medical information pertinent to your child.
If your child is unwell, school is not an appropriate place for them. Not only are they unable to perform the necessary tasks to the best of their ability, but they also place the health of the other children, and the teacher at risk.
If your child is away for any reason please send along an explanatory note which can be kept to match against recorded absences. In accordance with DET regulations we are required to maintain such records.
Early Leavers/Late arrivals
As there are occasions when you need to either drop your child off late, or pick your child up from school early, could you please complete the ‘Late Arrivers’ or ‘Early Leavers’ form at the General Office before bringing your child to the classroom, or conversely, collecting your child. This is a DET requirement.
The Year 2 teachers look forward to a rewarding and productive year in 2018. It is our aim to meet the learning and social needs of all students and we look forward to working with the students and families of our school community.
The Year 2 Teachers
Louise Rambaud, Debbie Oates, Jayme-Lea Jamieson, Meagan Relf and Prue Ainsworth