xi’an hi-tech international school october 2017 pyp newsletter · xi’an hi-tech international...

XI’AN HI-TECH INTERNATIONAL SCHOOL OCTOBER 2017

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Language Learning in PYP Dear XHIS Families and Friends! Hello! 你好! 안녕하세요! Mabuhay!

Xi’an Hi Tech International School is such a unique place in which it is not unusual to meet students and staff that speak one or more languages. Our diverse population is represented by 23 different countries. Each individual brings in a set of beliefs and values which includes their own language and together we create our school culture in which we respect one’s identity and celebrate diversity!

As English is our medium of instruction, it is imperative that the school recognizes the impact of having diverse students who are mostly English language learners. How do you support EAL students in class? Why does it take a long time for my child to learn English? These are just a few questions parents

UPCOMING

DATES

October 17 - Parents

Reading Workshop

October 31 - Progress

Reports

November 3 – Parent -

Teacher Conference

November 24 – No school

Crossroads PD

December 4 - PYP

Coffee Moring

December 9 - Christmas

Concert

December 22 - January 7

Winter break

PYP NEWSLETTER


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ask whenever I meet them. During our first PYP coffee morning, I shared some information regarding language learning in the PYP. It is my hope that parents gained a deeper understanding of the factors that affect teaching language and how they can support their child at home.

In the PYP, teaching language should be in response to the previous experience, needs and interests of the students rather than the consequence of a predetermined, prescriptive model for delivering language. There are two stages of language development namely, Basic Interpersonal Communication Skills (BICS) and Cognitive Academic Language Proficiency (CALP). BICS are conversation skills that usually develop within 2 years. CALP refers to the ability to understand academic (education) language and can take 7 years to completely develop. In the PYP, we focus on CALP and we develop students’ proficiency skills so they can function in class within or beyond the expected level.

Language learning takes time and students need a lot of support. It is imperative to say that the students’ home, school and community experiences influence their language development. The student’s academic language development in their native language facilitates their academic language development in English. To sum it up, the school and home should build a strong partnership in supporting our students.

Lastly, we need volunteers to read at school. We are conducting a reading workshop on Tuesday, October 17th from 2:00 – 3:30 pm. for parents. If you are interested please contact me at [email protected]. Sincerely, Maria Zialcita


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Unit of Inquiry During this unit we will be looking at ways to

communicate through our actions specifically while we are playing. How is play different from when we are sad to when we are happy? How do we show others how we feel while we are playing? Transdisciplinary Theme How we express ourselves Central Idea Through play we express our feelings and ideas Key Concepts 1. Function 2. Connection 3. Perspective Lines of Inquiry 1. Communicating through play 2. Imaginative use of materials 3. The role of toys in play Teacher Questions and Provocations 1. Do we need toys to play? 2. How different play effects relationships?

KEY

VOCABULARY

Toy

Communicating

Materials

Play

Feelings

Ideas

Imagination

Express

Tolerance

Cooperation

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Learner Profile Attributes Risk Taker Open-minded Attitudes Tolerance Cooperation Approaches to Learning Self-management skills: Codes of behavior and fine motor skills Social Skills: Respecting others, Cooperating Summative Assessment Students will perform a play, Chicken Little, and express themselves during the play. What can you do for your child at home With your child at home inquire into their play. Ask questions about the emotions and feelings of the characters in their play. Also, try to have your child do collaborative rather than parallel play. Collaborative play is where you and your child’s dolls, cars, and etc. exist in the same world. Parallel play is where you and your child’s dolls, cars, and etc. are being played next to each other but don’t interact. Collaborative play is more communicative.


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Unit of Inquiry Students have grown and developed since they were

born. While in Early Years they are going through a lot of challenges and changes as well. We will look at how your child has changed since they were babies. We will look at how we need to have a growth mindset and keep saying, I can’t…YET! Transdisciplinary Theme Where we are in place and time Central Idea People grow and change over time Key Concepts 1. Change: How is it changing 2. Reflection: How do we know 3. Connection: How is it connected to other things Line of Inquiry 1. How people change 2. Milestones people reach 3. Compare and contrast personal histories Teacher Questions and Provocations 1. How have people changed? 2. When did you reach a milestone (walking, talking)?

KEY

VOCABULARY

Practice

Growth

Change

Develop

Milestone

Goal

Accomplish

Try

Growth mindset

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3. How is your history the same or different than others? Provocation- comparing shoes from different ages and teachers’ pictures from different ages (different teachers that they have). Who’s Who and Who’s Shoes Learner Profile Attributes Thinker Knowledgeable Attitudes Appreciation Creativity Approaches to Learning Thinking skills: Acquisition of knowledge- gaining specific facts, ideas, vocabulary Comprehension- grasping meaning from materials, communicating learning Research skills: Formulating questions- identifying something one wants to know and asking compelling and relevant questions Observing- using all senses to notice relevant details Collecting data- gathering information from a variety of first hand sources Summative Assessment Students will set a goal in PE class to improve two skills. They will chart progress throughout the UOI. At the end students will showcase their improvement for parents and share how they improved. What can you do for your child at home At home parents can work with their child on becoming more independent. They are growing up and become more responsible. Provide children will simple chores such as setting or clearing the tables and making their beds, this shows them that they have grown and changed and can help others. Set a goal at home, such as tying shoes. Work together to learn how to tie a shoe. Discuss with the child how old you were when you started tying your shoes. Mark on the calendar when they started practicing and then mark when they were successful.


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探究单元这个单元我们将探究“我们是谁”和我们的选择是如

何影响我们拥有一个健康平衡的生活方式的。本单元我们将会有很多有意思的活动，其中包括去曲江的反弹蹦床公园。超学科主题我们是谁这是对自我本质的探究：信仰与价值观；个人健康、身体和心智健康、社交和精神健康；各种人际关系（包括家庭、朋友、社区和文化）；权利与责任；作为人的意义。中心思想人们所做的决定会影响他们的健康和幸福感重点概念功能：它是怎样运作的？责任：我们的责任是什么？反思：我们是如何知道的？

关键词

健康

不健康

运动

吃

喝

洗漱

睡觉

食物金字塔

食物分类

生活习惯

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探究线索我们的身体是如何运作的？我们所做的选择是如何影响我们的健康的？拥有平衡的生活方式意味着什么？教师问题什么是平衡的生活方式？人有哪些身体部分？我们的决定是如何影响我们的健康的？学习者培养目标有原则的人全面发展的人态度合作投入热情学习方法研究技能：整理数据资料，解读数据资料自我管理技能：运动技能，空间意识，健康的生活方式沟通技能：聆听，会话，演示总结性任务学生根据自身程度制作出自己的 5 个健康选择的饼状图，以此来展示自己生活中的选择，并且能够评价这些选择是否健康以及为什么。您在家可以帮孩子做点什么？您可以在家和孩子讨论一下家里日常的食物是用什么原料做的？家里的饮食习惯是怎样的?这些习惯是否健康?（比如，吃很多水果蔬菜、经常做运动，准时睡觉，及时补充水分，少吃甜食和零食等。）并且可以根据邮件发送的本单元词汇表进行预习或复习。


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Unit of Inquiry In this unit of inquiry we are exploring the topic of

“Who We Are” and how our choices can lead to a healthy and balanced lifestyle. We have plenty of fun activities planned and also a field trip to Fantan Trampoline Park in Qujiang! It’s going to be terrific! Transdisciplinary Theme Who we are Central Idea The choices people make affect their health and well-being Key Concepts 1. Function: How does it work? 2. Responsibility: What is our responsibility? 3. Reflection: How do we know? Lines of Inquiry 1. How our bodies work? 2. How the choices we make affect our health? 3. What it means to have a balanced lifestyle?

KEY

VOCABULARY

Eat

Sleep

Drink

Exercise

Wash

Germs

Healthy

Unhealthy

Good and poor choices

Lifestyle

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Teacher Questions and Provocations 1. What are the body parts? 2. How do the choices we make affect our health? 3. What is a balanced lifestyle? Learner Profile Attributes Principled Balanced Attitudes Commitment Cooperation Enthusiasm Approaches to Learning Self-management skills: Gross motor skills Spatial awareness Healthy lifestyles Communication skills: Listening Speaking Presenting Summative Assessment Students will create a chart depicting their personal life choices and can comment on how these choices can lead to a healthy or unhealthy lifestyle. What can you do for your child at home Discuss with your child the ingredients of food your family eats on a regular basis. Talk about the choices your family has taken to lead a balanced lifestyle i.e. eating lots of vegetables and fruit, exercise each day, walk instead of using a car, wear a mask, sleep on time, etc.


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探究单元这个单元我们会用我们的五官来感知世界！想一想你曾

经美好的经历，美妙的回忆，快乐的时光。你看到了什么？听到了什么？闻到了怎样的味道？感受到了什么？是否还有让人难忘的味道？我们会探讨五种感官是如何让我们的生活变得丰富多

彩。体验当我们失去一种感官的时候，我们的感觉会发生怎样的变化？我们非常欢迎亲爱的家长们加入其中。您可以给孩子读一个聋哑人的故事，也可以带领孩子品尝不同味道的美食，弹奏不同的乐器让孩子们去欣赏。无限可能，各种精彩。超学科主题我们是谁中心思想我们用感官去探索世界重点概念功能：如何用它？观点：有什么观点？反思：我们怎样得知？

关键词

看

听

尝

闻

摸

感觉

聋

哑

酸

甜

苦

辣

香

臭

PYP NEWSLETTER P 2 C


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探究线索我们的感官帮助我们收集信息当我们的感官受损的时候我们的生活会大不同我们如何用我们的感官教师问题我们怎样用感官去收集信息？（功能）当我们的感官受损的时候我们的生活会发生怎么样的变化？（观点）我们该怎样用我们的感官? （反思）学习者培养目标勇于冒险思想开放态度欣赏同理心学习方法研究技能：运用所有官能来关注相关的细节（观察）沟通技能：聆听：聆听指令，倾听他人讲话，听取信息。

会话：讲话清晰，向小组和大组的同学做口头报告；清晰并有逻辑地表达观点和见解。

交流：认识到视觉与身体动态交流的重要意义（非语言）；识别并创造各种标记，解读并运用各种象征符号。

总结性评估学生们将会一起协同创建一个“感官博物馆”。他们会分成小组，每个小组负责一个感官。他们将会设计一些活动，收集信息，为这个博物馆做出贡献。您在家可以帮孩子做点什么？

• 一起玩一个游戏：看看他们是否能够听懂游戏规则，了解如何玩游戏 • 找规律：用拍手的方式，或者其他方式，让孩子从中寻找规律。 • 嗅觉游戏：用有香味的花，香料或香水。把这些物品粘在纸上，让孩子猜这是什么气味。 • 识别食物：收集不同的食物，让您的孩子品尝每种食物。蒙住眼睛，让他们猜是什么。在家里讨论一些话题，如甜，咸，酸，苦，香味等，这将有助于他们了解词语的含义。

• 用脚去感受：赤脚感受各种物品，比如油漆，草坪，地毯等。问孩子：你喜欢这种感觉吗？是粗糙还是平滑？冷还是热？你的脚痒吗？


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Unit of Inquiry Now we are exploring the 5 senses! Think about times

when your senses helped shape an experience. How did the senses help? Was it the things you saw? The things you heard? The smell? The way you felt? Something that tasted good?

We will be exploring how the five senses strengthen everyday experiences that we have, as things naturally come up in everyday conversation. We will explore what happens when one of our senses gets taken away and how that might make us feel. As always, we encourage parents to come in. You could read a story about someone deaf or blind. You could lead us in a taste test. You could play musical instruments for us to guess. The possibilities are endless! Transdisciplinary Theme Who we are Central Idea We use our senses to explore the world Key Concepts Function: How does it work? Perspective: What are the points of view? Reflection: How do we know?

KEY

VOCABULARY

Eat

Sleep

Drink

Exercise

Wash

Germs

Healthy

Unhealthy

Good and poor choices

Lifestyle

PYP NEWSLETTER P 2 E


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Lines of Inquiry 1. Our senses help us collect information 2. Life is different when our senses are impaired 3. How we use our senses Teacher Questions and Provocations 1. How do our senses help us collect information? (function) 2. How is life different when our senses are impaired? (perspective) 3. How do we use our senses? (reflection) Learner Profile Attributes Risk-taker Open-minded Attitudes Appreciation Empathy Approaches to Learning Research skills: Observing: Using all the senses to notice relevant details Communication skills: Listening: Listening to directions; listening to others; listening to information Speaking: Speaking clearly; giving oral reports to small and large groups; expressing ideas clearly and logically; stating opinions Non-verbal: Recognizing the meaning of visual and kinesthetic communication; recognizing and creating signs; interpreting and utilizing symbols Summative Assessment Students will contribute towards a ‘sense museum’. Students will be put into a small group and be given a sense. They will design and implement some information and small activities for our museum. What can you do for your child at home

• Listening Games: Play a game to see how good your child is at listening to instructions and the things going on in the game.

• Patterning: Using your hands or another object, make clapping patterns together. • Scratch and Sniff: Collect some flowers, spices, or herbs that have a strong smell. Glue some

of these items on cardboard Have your child guess what the smell is, or use these cards for matching or memory games.

• Identify Foods: Gather up different foods and have your child taste each food and guess what it is as he/she is blindfolded. Discuss certain words such as sweet, salty, sour, bitter, fruity, etc. that will help him/her understand the meaning of the words.

• Feeling With Your Feet: Feel things with bare feet and think about the way it feels. Examples include paint, playdough, grass, carpet, etc. Ask the child questions about what he/she is feeling: What does it feel like? Do you like the way it feels? Is it rough or smooth? Cold or hot? Does it tickle your feet?


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Unit of Inquiry The transdisciplinary theme of our new unit of inquiry

is, ‘How we express ourselves’. Students will be investigating common themes and the structural features of narrative texts from around the world. Focus will be on gaining insight into how people express their ideas, beliefs and values through stories. Transdisciplinary Theme How we express ourselves Central Idea The use of common themes allows people to express their feelings and cultural beliefs Key Concepts 1. Form: What is it like? 2. Perspective: What are the points of view? 3. Reflection: How do we know? Lines of Inquiry 1. Themes and structural features of narrative stories 2. Different perspectives within a story 3. How stories convey our ideas, beliefs and values Teacher Questions and Provocations 1. What is a theme?

KEY

VOCABULARY

Narrative

Common

Theme

Express

Structure

Features

Perspective

Characters

Story

Beliefs

Values

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2. What clues can we look for to help us identify a narrative text? 3. How do stories express our ideas, beliefs and values? 4. How are different points of view expressed within a story? Learner Profile Attributes Communicators Risk takers Attitudes Tolerance Appreciation Approaches to Learning Communication skills: Reading - reading a variety of sources for information and pleasure; comprehending what has been read; making inferences and drawing conclusions Writing - recording information and observations; taking notes and paraphrasing; writing summaries; writing reports; keeping a journal or record Thinking skills: Comprehension- grasping meaning from material learned; communicating and interpreting learning Dialectical thought - thinking about two or more points of view at the same time; understanding those points of view; being able to construct an argument for each point of view based on knowledge of the other(s); realizing that other people can also take one’s own point of view Summative Assessment Students will draft, revise and publish their own narrative using the appropriate structure and language features of this text type. What can you do for your child at home

• Read with your child different forms of narratives (folktales, fairy tales, fables, myths and legends, science fiction) and discuss common purposes, structures and features.

• Dig deeper into the story - Ask your child questions about the story they or you have just read and check their understanding. For example, What is the story mostly about? Who are the main characters? Where and when does the story take place? What happened at the beginning, middle, and end of the story? Does this story remind you of anything? Why do you think the author wrote this story?

• Assist your child in finding narratives at home that they can bring to school and share with the class.

• As a family, watch a movie at the cinema, enjoy a local drama performance in Xi’an and afterwards talk, talk, talk about it!

• Write! Write! Write! - Create a special time and place for writing. Children will want to write if you make it a fun activity to do together. “Let’s write a story!”

• Encourage originality and creativity in their writing! • Praise your child’s attempts at story writing and encourage them to share the stories they

have written with their grandparents and other family members. • Parents and Grandparents, please join in our inquiry by sharing with our class a

traditional tale from your home country.


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Unit of Inquiry In our current Unit of Inquiry we are investigating the

topic of exploration. We will research explorers from the past and present and think about why these people spend time and money exploring. Is it just for fun or do these explorations solve a problem? We will also think about how explorations impact people and places. How do explorations impact our planet? We will also be looking at geography, maps and navigation. In addition, we will begin learning about measurement. We will estimate, measure and record length, height and distance. We will also estimate and record temperatures. Transdisciplinary Theme Where we are in place and time Central Idea Exploration leads to discoveries, opportunities and new understandings. Key Concepts 1. Causation: Why is it like that? What made it like that? 2. Perspective: What are the points of view? 3. Reflection: How do we know what we know? Lines of Inquiry 1. What are the reasons for exploration? (historical and personal)

KEY

VOCABULARY

Explore

Curiosity

Independence

Commitment

Causation

Perspective

Reflection

Impact

Journey

Discover

PYP NEWSLETTER P 4


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2. How have explorations taken place over place over time? 3. What are the consequences of exploration? Teacher Questions and Provocations 1. What does exploring mean? 2. What did people explore? Why? 3. What impact did explorations have on the lives of people and the places they explored? Learner Profile Attributes Inquirers, Risk takers Attitudes Independence, Curiosity, Commitment Approaches to Learning Communication skills: writing and presenting Research skills: gathering information and figuring out what your data means Summative Assessment Students will prepare a power point presentation to the class all about an exploration they want to take. Students will imagine they are great explorers. What are they interested in exploring? How they will explore this place? They will explain why they are exploring this place. What problem can be solved by exploring this place? What will they need to explore this place? For example, if they are exploring space, they will need a space ship or rocket. If they are exploring the sea, they will need a boat. If they are going deep into the mountains, they will need to bring warm clothes and tools to get food and shelter. Students will then prepare a power point presentation to the class all about the adventure they are going to have. The power point presentation must convince the class that they should invest in the expedition What can you do for your child at home 1. Please help your child do some research at home about famous explorers. Discuss

these questions with your child. Why did these people explore? What problem did they want to solve by exploring? What did they need to have to explore this place? What did they bring with them? How did their exploration impact the place they explored? How did it impact the people or animals in the place they explored? How did it impact the larger world?

2. After students have researched an explorer from history they will then imagine they are an explorer and create a power point to show the class what they want to explore and why. You can help your child at home by helping them create the power point presentation by helping them find pictures, putting the power point together and saving it on a USB that they will bring to class every day. They will bring their power point or the research they are working on to class every day.

3. Do you have knowledge of Exploration that you would like to share with students? We would love to have you as our guest speaker.

4. Visit a museum with your child to discover the local history of The Silk Road.


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Unit of Inquiry In this unit we will be inquiring into ancient civilizations and how we can make connections to present day society. We will be venturing into ancient civilizations from 3000 BCE to 1500 BCE. We are also inquiring into light and sound. Mathematics will consist of exploring shapes and spatial sense. Language arts will consist of various aspects of reading, writing, oral communication and media literacy. Transdisciplinary Theme Who we are Central Idea Evidence of past civilizations can be used to make connections to present-day societies Key Concepts 1. Form: What is it like? 2. Reflection: How do we know? 3. Connection: How is it connected to other things? Lines of Inquiry 1. Characteristics of civilizations and societies 2. Connections between past and present 3. Processes involved in collecting, analysing and validating evidence

KEY

VOCABULARY Evidence

Civilization Society

Past Characteristics

Present Process Involve Analyze Validate

Evidence Dialectical Acquisition

Comprehension Thinking

Research Skills Organizing Interpreting Collecting

Independent Confident Thinker

Communicator Data

Knowledge Thought

PYP NEWSLETTER P 5


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Teacher Questions and Provocations 1. What is a civilization? 2. What does a civilization look like? 3. What characteristics and resources does a civilization need the most? 1. A letter from Dr. Plague explaining that he has stolen an ancient monument in Hieroglyphs. Students were given the location and the dimensions of this monument. 2. Students participated in an archaeological dig in the class to display an early civilization. 3. We will visit Banpo Archaeological site to identify pre-civilization society in the Neolithic Era. Learner Profile Attributes Thinkers Communicators Attitudes Independence Confidence Approaches to Learning Thinking skills: Acquisition of knowledge Dialectical thought Comprehension Research skills: Collecting data Organizing data Interpreting data Summative Assessment Students will collect data, and then organize their research to display a typical scene from the daily life of an ancient civilization in a diorama. They will then need to use their data to interpret and make connections to present day societies. They will need to think of various perspectives of a civilian in an ancient society to show their comprehension. What can you do for your child at home Students will have daily readings to complete. I will be posting these to our website www.inquirewme.com. They will also be participating in a daily forum response to enable collaboration and the exchange of ideas. Students will need to login to the website using your email address and or an email they create on their own. I will have the students sign up for the website at school. This website is private and can only be registered by our students. Please create an email for your child. They can also use your own personal email.


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Unit of Inquiry The students will be introduced to various types of

government across the world and how every government aims at an organized living conditions for its citizens. The students will also inquire into rights and responsibilities and how the list varies as per the types of government. Also, there are certain rights and responsibilities, which are universal, i.e. The Natural Rights. Eventually, they will be deepening their understanding through case studies from different countries. They will also be taught to employ various data-handling strategies in Mathematics, through graphs and percentages. Transdisciplinary Theme How we organize ourselves Central Idea Government systems influence the lives of citizens Key Concepts Function Perspective Responsibility Lines of Inquiry 1. How Government Systems function 2. How decision-making practices reflect human rights

KEY

VOCABULARY

Opposition

Functions

Democracy

Republic

Monarchy

Anarchy

Theocratic

Secular

Individualism

Global Citizenship

Responsibility

Equity

Decision-making

Equality

Commonalities

PYP NEWSLETTER P 6


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3. Impact of government on citizens 4. The rights and responsibilities of citizens Teacher Questions and Provocations 1. What does being Organized mean to you? 2. Does it work better for you, if you are in an organized mess? Why? 3. What are the three most important responsibilities as a good citizen? 4. Mention any three skills you would need to be organized in Learner Profile Attributes Balanced Reflective Attitudes Respect Creativity Approaches to Learning Social Skills: respecting others, resolving conflict Self-management: organization, codes of behavior Summative Assessment The students will be creating a global village (a country) with the following features: -Cultural attributes -Type of Government -Detailed features of the government -Rights and responsibilities of Citizens -Well being of citizens What can you do for your child at home Being in the 21st century, our young adults should be critical thinkers. They should master the skills of problem solving and conflict resolution in their own area. Various strategies of the previously mentioned skills should be discussed and implemented at home too. They should also be explained the various ways in which they can organize their physical and intellectual selves both at home and at school. Reading with an observant mind is a skill again for successful comprehension.


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Unit of Inquiry Students will demonstrate that they can open a

debate – and that’s what we love to see –students present their knowledge and ideas with lucidity! Students are seated in groups or teams with cooperative learning structures in place. The learning environment is a community of students where each member takes responsibility for the management of their classroom. Transdisciplinary Theme How we express ourselves Central Idea Grammatical structures help us to communicate with others Key Concepts 1. Form: What is it like? 2. Change: How is it changing? 3. Responsibility: What is our responsibility? Lines of Inquiry 1. Chinese grammatical structure 2. Chinese grammar past and present 3. Grammar structures can change meaning

KEY

VOCABULARY

Structure��

Organization �

Function��

Change�

Form�

Expression��

Meaning��

Communication��

Difference��

Debate/Argument��

PYP NEWSLETTER Mandarin


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Teacher Questions and Provocations 1. What are the Chinese grammatical structures? 2. How have our Chinese grammar changed historically? 3. How can the use of grammar structures change meaning? Learner Profile Attributes Knowledgeable - Exploring concepts, ideas and issues that have local and global significance Principled - Acting with integrity and honesty, with a strong sense of fairness, justice and respect for the dignity of the individual, groups and communities Thinkers - Exercising initiative in applying thinking skills critically and creatively to recognize and approach complex problems, and make reasoned, ethical decisions Attitudes Commitment - being committed to their own learning, persevering and showing self-discipline and responsibility. Confidence - feeling confident in their ability as learners, having the courage to take risks, applying what they have learned. Integrity - being honest and demonstrating a considered sense of fairness Approaches to Learning Research skills: Planning - developing a course of action; writing an outline; devising ways of finding out necessary information Collecting data - gathering information from a variety of first- and second-hand sources such as surveys, direct observation, books and ICT Self-management skills: Time management - using time effectively and appropriately Organization - planning and carrying out activities effectively Summative Assessment In this unit, students will select a topic about grammatical structures. Collecting facts and materials students will then open a new debate based upon their selection. Their argument should reflect the differences between grammar structures past and present. Students will then reflect upon how grammatical structures help us to communicate with each other’s. What can you do for your child at home Encourage your child to learn from their mistakes and to keep trying even if they find something difficult. Praise your child for their effort and progress. Show your child how you plan, set goals, and follow through when you start something. Children who master these kinds of skills have learned how to learn effectively – and these skills will help them not only during their years at school, but throughout their lives.


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Unit of Inquiry In this unit, P6 students learned about different art

forms from different cultures. Through Mexican culture, we explored with Mola art – the quilting technique to create a design of fabric. We also talked about Indian Warli art – the beautiful folk art of Maharashtra. Based on the culture differences of the art forms, students will use their imagination to create an artwork to express their understanding of arts. Can’t we to see their masterpieces! Transdisciplinary Theme How the world work Central Idea Arts are a universal language by which we can communicate within and across cultures and time periods Key Concepts 1. Form: What is it like? 2. Connection: How is it connected to other things? 3. Change: How is it changing? Lines of Inquiry 1. Art from various cultures 2. How location and culture affect art 3. How as art changed over time

KEY

VOCABULARY

Culture

Heritage

Interpretation

Egyptian

Mola Art

Warli Art

Layers

Architecture

Realism

PYP NEWSLETTER Visual Arts


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Teacher Questions and Provocations 1. What is art? 2. How people from different cultures can communicate through arts? 3. What can material objects created by a group of people teach us about their cultures? 4. How does the location of a place affect the art? 5. How does art form changed over time? Learner Profile Attributes Open-minded Knowledgeable Attitudes Curiosity Creativity Appreciation Approaches to Learning Thinking skills; Acquisition of knowledge: gaining facts, ideas, vocabulary; remembering in a similar form Research skills: Formulating questions, planning, collecting and interpreting data and presenting research findings Communication skills: Presenting: constructing visuals and multimedia for a range of purposes and audiences Summative Assessment Using Maya Angelou’s poem “Life doesn’t frighten me at all” as a stimulus, students will recreate the illustrations to express their understanding of the poem Also, they will use Indian Warli art style - simple geometric shapes and bright colors to represent their ideas through the poem What can you do for your child at home 1. Bring students to museum or art gallery to meet different types of art 2. Read art history book to understand how location and times or culture changes art forms


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Unit of Inquiry This unit will be a preparation for the Christmas

Concert, so, in this unit, students will be experiencing the exploration of music—singing, playing, and dancing—through the storytelling process. Each student will get an opportunity to engage with understand the mood and emotions related to a story and how musical sounds can be used to demonstrate mood and emotions. Across the unit, students will experiment with and perform musical representations of developmentally appropriate children’s stories. The unit culminates in asking the students to become a musical author and share musical stories in a final performance. Transdisciplinary Theme How we express ourselves Central Idea Music tells a story and shows feelings of characters Key Concepts 1. Form: What is it like? 2. Connection: How is it connected to other things? 3. Reflection: How do we know? Lines of Inquiry 1.What movements would show the difference in characteristics and feelings of the characters in music?

KEY

VOCABULARY

Opposites

Movements

Speaking

Singing

Instruments

Same-different

Stories

Feelings

Improvisation

Form

Tone color

Loud/quiet

Fast/slow

PYP NEWSLETTER Performing Arts


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2.How do various tone colors imitate different feelings? 3. Think like a musician and listen to others during a sharing and performance. Teacher Questions and Provocations 1. How does basic musical elements communicate thoughts and emotions? 2.Tone colors of voices and instruments are unique 3. Listen to others perform and reflect on their performance Learner Profile Attributes Risk-Takers Communicators Attitudes Cooperation Confidence Creativity Approaches to Learning Self-Management skills: Fine motor skills: Exhibiting skills in which precision in delicate muscle systems is required Organization Planning and carrying out activities effectively Social skills: Cooperating - working cooperatively in a group; being courteous to others; sharing materials; taking turns Group Decision making - listening to others; discussing ideas; asking questions; working towards and obtaining consensus Summative Assessment Students will be able to verbally reflect on the performance. Students also will be able to perform a sound composition using a new (or unknown) story. In addition, students will perform musical story in a “final performance” and they will verbally describe and verbally reflect on performance experience using appropriate vocabulary around emotions and sounds. What can you do for your child at home You can help your child by letting them watch a famous musical such as The Sound of Music, Aladdin or Beauty and the Beast and talk about the story behind of the music. Also, I encourage you to bring your child to the music concert or performance and discuss about the audience etiquette. Moreover, they need to know how musical elements translate feelings and stories throughout the performance.


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Unit of Inquiry In the coming unit, we will learn a lot of games with my

ECE A friends. Students are so excited in this unit and pretty much enjoy the games at the beginning. We started with some old games that they have played before and focused on reflection and creativity. Students have a good understanding of what games are. We will learn about new games in two weeks and hopefully our students will keep doing well. Transdisciplinary Theme How we express ourselves Central Idea People express their feelings and ideas through play Key Concepts 1. Function: How does it work? 2. Form: What is it like? 3. Responsibility: What is our responsibility? Lines of Inquiry 1. Why people play? 2. People express their feelings in different ways

KEY

VOCABULARY

Opposites

Movements

Speaking

Singing

Instruments

Same-different

Stories

Feelings

Improvisation

Form

Tone color

Loud/quiet

Fast/slow

PYP NEWSLETTER PSPE


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3. Different ideas help people create new games Teacher Questions and Provocations 1. What is game? 2. How do you feel when you play? 3. Can you make a new game? Learner Profile Attributes Inquirers Knowledgeable Attitudes Commitment Enthusiasm Approaches to Learning Thinking skills: Comprehension – grasping meaning from material learned; communicating and interpreting learning Self-Management skills: Gross motor skills – exhibiting skills in which of large muscles are used and the factor of strength is primary Summative Assessment At the end of the unit, students will give a presentation of making their own games with some specific equipment. Then students need to talk about their feelings of participating in the game. Students can choose to work individually or work together. The activity will be observed by teacher and questions will be given to students. “How do you feel in the game?” “Can you explain your game?” “What other ideas you want to show through play?” What can you do for your child at home 1. Show some old games at home. 2. Give them toys and observe, ask them to explain their invention. 3. Encourage them to express more ideas with the same equipment.


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Dear XHIS Families and Friends!

Greetings from the Primary EAL Department! For those who are curious about the support that EAL learners are receiving at XHIS, we would like to provide a brief overview of the academic year so far.

The EAL department conducted our initial testing during the first two weeks of the year in order to identify learners who needed EAL support. After individuals were identified, we began our program of ‘Push-in’ and ‘Pull-out’ support. During ‘Push-in’ classes, an EAL teacher enters the homeroom to assist EAL learners as they access the regular curriculum. In ‘Pull-out’ classes, EAL learners receive intensive English instruction outside of the homeroom.

In the past, our EAL learners received a higher percentage of ‘Pull-out’ support. However, the decision was made to alter the approach of the program and EAL learners are now receiving a higher percentage of ‘Push-in’ instruction. The aim is to foster a greater extent of cooperation between the EAL and homeroom teachers.

Please, take a look at the accompanying photos to gain some insight into how our EAL learners are being motivated to become ‘risk-takers’ and ‘communicators’ in keeping with the philosophies of the IB.

PYP NEWSLETTER EAL

xi’an hi-tech international school october 2017 pyp newsletter · xi’an hi-tech international...

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