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Class Learning Updates
Please see this page for updates on the latest learning that has been happening in our Year 2 classrooms!
Term 1 Week 8 - 9
Literacy
In Reading, the Grade 2s have been exploring different forms of part of speech such as nouns, verbs, and adjectives in all of the given text. These allowed them to develop deeper understanding of how to use these parts of speech in their formative writing. In writing, the students completed their exploration of informative text. They have tried their best to write a draft for their chosen topic by adding technical and specific language to describe their topics. The fortnight has seen the students developing further knowledge on how to edit their draft using the acronyms ARMS (Add, Remove, Move, Substitute) to guide their editing in order to produce their final writing piece on their topic. They will continue to develop this important editing skill throughout the year in their writings.
Choice topic for student S
Choice topic for student Q
Choice topic for student R
Choice topic for student Z
Maths
The students continued to develop understanding of number sequence and the knowledge of skip counting from any starting point. They revisited counting backward and able to identify the sequence or pattern of numbers be it backward or forward counting. In Applied maths, they began working on Chance which is the probability of an even happening. They were exposed to chance language and they are developing their thinking skill to reason on the likelihood of a situation happening. They further their understanding of chance by developing the required language skill to say the probability of an even an happening .
Sequencing
Sequencing
Use of number line to sequence at different point
Understanding of different probable chance of an event.
Understanding of different probable chance of an event.
Understanding of different probable chance of an event.
CBL
The CBL big idea – (Community) actually brought the community together. The students throughout the term explore what community is and how they identify with their community. This was shown in the different beautiful dresses the students worn to show their cultural identity. The families were involved and participated in the co-construction of deeper understanding of their family community background. The attendance of the families was colourful which brought satisfaction to the students, and flavour to our diversity at ACPS. The whole grade alongside the whole ACPS community celebrated Harmony Day that fell on Thursday 21st March with the theme "Where Everyone Belongs". The celebration recognises our diversity and brings together Australians from all different backgrounds. It’s about inclusiveness, respect and a sense of belonging for everyone. The Harmony day is about celebrating our differences regardless of where we come from, what we wear, worship, or how we look.
E - A Proudly Turkish boy
2D- Diverse cultures
Diverse cultures
2F - Diverse cultures
2G Diverse cultures with their teacher in her cultural dress
2G - Diverse cultures
A parent involved in the celebration of our communities & Harmony Day
A family involved in celebrating community & Harmony Day
A parent involved in celebrating the culture & Harmony Day
A family involved in celebrating the culture & Harmony Day
A parent involved in celebrating the culture & Harmony Day
A parent involved in celebrating the culture & Harmony Day
Term 1 Week 6 - 7
Literacy -
The Grade 2 students have continued to deepen their knowledge and understanding on the features of informative text such as deducing the facts about the title, bold words, glossary, and table of content by reading different informative texts. In writing, the students have begun to explore sentence structure by analysing what makes a simple sentence. They are able to identify a subject which could either be a noun or a pronoun, and a verb with predicate. This has exposed them to the use of present and past tense in a sentence which will help them to correctly construct simple sentences in their writing. Students also continued to explore phonetic sounds during their literacy block which help with their reading and writing.
Gathering of facts on a specific image - Crocodile.
Another gathering of facts on a specific image - ACPS.
Knowledge of bold words in a text - Helping the Habitat.
Text scavenger to show understanding of nonfiction text.
Text scavenger to show understanding of nonfiction text.
Knowledge of bold words being demonstrated in a nonfiction text.
A text read by students to identify the tenses.
Identification of tenses in both present and past tense.
Maths
This fortnight has seen the Grade 2 students engaged in problem solving by ordering the numbers of some ACPS teacher’s pretend number plates according to their values and distances of some nearby location to ACPS. They also get familiarised with different ways to rename 3-digit numbers. The students have begun to explore and record their notices in number pattern. They are developing their deep understanding of sequencing using concrete object found in class to make a pattern. In the Applied maths, the students demonstrated their understanding of calendar months by recognising the number of days that make each month as well as their own unique month of birth with the correct season. They have also been introduce to the language of chance and thinking about the possibilities of certain events and situations occurring.
Renaming 3-digits number in different ways.
Ordering of distance according to their values
Sequencing of objects to make a pattern.
Students arranged themselves to make a pattern.
Another concrete object students used to make a pattern.
Students using interactive music on their iPad to make number pattern.
Students using interactive music on their iPad to make number pattern.
Z's month calendar birthday with its days and season of his months of birth.
CBL
The students have been exploring the values, uniqueness and composition of community which is the focus of our learning in CBL. They are gradually developing in-depth understanding of what makes people to be a community and their own family background. They watched I’m an Australian too by Fox Mem, Just the Way We Are by Claire Robertson and Jessica Shirvington, Carla's Sandwich by Debbie Herman, and Don't Yuck My Yum by Amy Pleimling which encouraged discussion about the uniqueness of their family cultural background. Through these audio-visuals, the students investigated their customs such as the different family make up, food, dressing, religion, greetings music, language, & flags. The students demonstrated knowledge of their various cultural community through the template activities that indicate the compositions of the different members of their family community and the unique food they eat.
R L in his cultural outfit.
Q G and her family composition.
B W in Gajra flower jewelry worn by Asian women during festive occasions, wedding, or part of everyday attire. The Thunmka earrings in bell shaped is associated with feminity, grace, and traditional ethnic dressing. Thumka is derived from Thumki meaning little bells in Hindi.
J H with traditional Lebanese jewellery box.
Italian Panna cotta
Chinese Dumplin
Lebanese cuisine
Kofta - Middle Eastern
Term 1 Weeks 5
Literacy -
In Literacy, the students have been exposed to practising their phonics and have been practising the learned sound in a sentence form. Aside the phonics, the students are also developing their understanding of facts in a text and are able to differentiate an opinion from a factual statement in their various nonfiction reading texts. In Reading, the students have been engaging with various nonfiction text to promote their comprehension. In writing, the students engaged in cold writing where they chose a topic of their choice to show their writing abilities and understanding of their chosen topic. To foster their writing skill the students were exposed to exploring mind map where they were able to brainstorm that is not limited to facts alone but also opinion on their preferred topic.
Maths
The students continued to develop their deeper understanding of place values by knowing that the value of a number is determined by its position in any digits. They are learning to further understand how numbers can be renamed in different ways without change the whole value of a number. The also upped their mathematical language using the greater than symbol to determine number digits that are greater or less than the other. This last couple of weeks saw the students developing their in-depth understanding of the calendar year. They learnt about the four seasons and their months which they demonstrated through the tree activity. They were able to say the characteristics of each season. They also learn about the Australian Aboriginal calendar year that is naturally determined by the creatures that abound in the nature .
CBL
This term, Our Big Idea in CBL is Community. Students have earlier walked through our set up gallery based on different culture that we have in our grades. The gallery walk was to expos them to other people's culture. They were therefore asked to bring something unique from their culture to share with their peers. The culturally unique items brought by the students gave everyone the opportunity to ask questions about the item such as what was it made of? when do you use it? where do you wear it to?how do you use? The students learnt to respect and appreciate other cultures. The students also proudly showcase their own cultural items in the classroom to see the piece of seeds from different cultures in our midst. These allow for more collaboration and a continued discussion around our cultural background.
Z. I am Pakistani and a muslim This is Keffiyeh shemagh scarf for my religion
S. I am Sikh and a Punjabi from India. I wear Chunni scarf to temple
Q. I am a chinese and speak Mandarin. Money is put into the red envelop to give to friends and families during Chinese New Year
E. I am a proud Turkish boy. This is the history of my cultural background Mustafa Kemal Atatürk, also known as Mustafa Kemal Pasha until 1921, and Ghazi Mustafa Kemal from 1921 until the Surname Law of 1934 ( c. 1881 – 10 November 1938), was a Turkish field marshal, revolutionary statesman, author, and the founding father of the Republic of Turkey
J. I am a proud Korean. This is the photo of my King. He is known as Sejong of Korea. He wears the traditional dress known as Gujanbonk
R. I am Assyrian
A. I am Punjabi from India. These bangles are worn during parties
B. I am a Pakistani and a muslim. This Haleema sultan cap. I use it when I am praying.
Term 1 Weeks 1 - 3
CBL - In CBL we were so excited to go on a 'Gallery Walk' to explore images relating to our big idea 'Community'. We saw images of celebrations from different cultures and were curious about why different people celebrate things such as Christmas, Diwali and Vietnamese New Year. We recorded our thinking and wonderings about how we show respect to each other in our community. Here are some of our thoughts
"how can we show respect to aboriginal people?" - L
"Why do people celebrate Diwali?" - A
Maths - In Maths we began our unit of Place Value. We used MAB to help us understand the concept that 10 ones makes 1 ten and 10 tens makes 1 hundred. We developed this understanding through games with partners and we had lots of fun!
"I learned that 10 ones makes 1 ten" - B
" I learned that 10 tens makes 1 hundred" - A
Literacy - During Literacy we practiced our Reading and Writing block and what is expected of us to learn our best. We learned that good readers have a good reading stamina. During reading we should be focused so we can achieve our goals. We began our unit on information reports and looked at the purpose of non-fiction texts. We enjoyed reading Somebody's Land by Adam Goodes and sharing our thinking on the purpose of the text.
"I think Adam Goodes wrote this book to tell us that we should be respectful" - D
"I think Adam Goodes wrote this book to explain that this land is Aboriginal Land" - R
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