1. Yr 7 Parent Evening 16th February, 2011
Learning to Learn
Yr 7 Parent Evening 16th February, 2011

2. What is the program about?
A program for all Yr 7 students
Raising expectations
Embedding literacy and organisational skills
Lisa Muir

3. Why are we doing this?
Better learning outcomes for students
Setting the bar high at start of HS

4. Literacy and organisational skills need to be explicitly taught.

5. Parents can help at home.

6. Learning to Learn Booklet
What happens at school?
5 periods on the
Learning to Learn Booklet
Sharon Russell

7. Booklets – what is inside?
2. Comprehending Text 1.
Getting Organised 3.
Navigating Text Books
Learning to Learn
Year 7 Program 6.
Study 4.
Reading for Information 5.
Writing

8. Booklets – what is inside?
1. Getting Organised:
Understand school expectations:- timetable, books, using a diary, homework, study

9. Booklets – what is inside?
2. How to start comprehending a text.
Jan Curran

10. Unpacking a text – checklist
Literacy
Unpacking a text – checklist

11. Unpacking a Text
Background knowledge (look at headings, sub headings, key words, diagrams)
Talk about vocab & key words
Box layout – breaking text into meaningful parts
Identify main point of paragraph
Identify visuals, determine function, link to text

12. Read the whole text first… Why? Gain understanding of overall meaning
Understanding text layout (able to more successfully locate information in comprehension)

13. Read and box paragraphs, stating main idea
Vocab
Intro & definition
Read and box paragraphs, stating main idea
Description of how played
Detailed info on breathing/cultural significance
Detailed look at visual – ‘making’ - box
Usage- where, when & by whom
Discuss visual and indicators pointing to related information
1. Selection of timber
2. Length & seal
3. Outside treatment of wood
4. Sealing holes
5. shape

14. GAIL BROWN QUESTION TYPES

15. What is the didgeridoo made from?
Right There Question
What is the didgeridoo made from?
A. The didgeridoo is made from a tree branch hollowed out by termites.
Think & Search Question
What steps are followed in making a didgeridoo?
A. In making a didgeridoo, the Aboriginal people would follow the following steps: select a branch hollowed out by termites, soak the branch in water and clear out the termite residue, cut the branch to length (1 – 3m), seal the mouthpiece with beeswax, strip the outside bark away and finally seal any holes with beeswax.
On My Own Question
Why are the shapes of didgeridoos so varied? ?
A. Didgeridoos come in a variety of shapes because they are made from naturally occurring branches.

16. STRATEGY - STEPS FOR FINDING THE RIGHT ANSWER

17. Q. What is the didgeridoo made from?
Write answer in full sentence ensuring correct punctuation.

18. Booklets – what is inside?
3. Navigating a Text Book
Contents
Index
Page
Headings
Subheadings
QUIZ

19. Booklets – what is inside?
4. Reading to find information
More Quizzes

20. Reading Skimming: to quickly work out what the text is about
Look: headings, diagrams, pictures, words in bold
Read: first and last paragraphs
Find: main idea

21. Reading Scanning: to find specific information
Scan to find e.g. “word that mean”, “sentence that tells”, “name of”, “property of”, date, heading etc
Look for single words related to specific information

22. Reading Visual Literacy
Make connections between ideas in text and images
Locate information in pictures / text
Interpret illustrations, symbols, diagrams
Identify and interpret textual features

23. Booklets – what is inside?
5. Writing

24. Writing - Summarising Pick out main ideas – topic sentence
Reduce to key words
Dot points, abbreviate & punctuate

25. Writing – Graphic Organisers

26. Writing - Note Making
High expectations – students create their own notes most of the time
Use the frameworks given

27. Writing - TXXXC Forces students to write beyond a simple sentence.
Scaffold can be used by all staff in all classes.
Preparation for Persuasive Writing tasks - NAPLAN.

28. T
TOPIC sentence - State your argument or idea. X
EXPLAIN - One sentence explaining a fact about the argument.
EXTEND - One sentence extending on the above fact with a second fact.
EXAMPLE - One sentence of personal experience or knowledge that demonstrates the argument C
CONCLUSION - Wrap up with your own opinion or a judgement - linked back to the question.

29. Writing - Word Banks and Spelling
Assists in discussion and in writing responses
Subject specific technical words
3-4 syllable words
Look-Say-Cover-Write-Check

30. Writing - Text Types
Back of Learning to Learn Booklet - Example of assessment tasks - Marking criteria - Scaffolds, word banks - Models of written responses

31. Yr 7 Scaffolds – Text Type booklet
Information Report
Procedure
Explanation
Description
Persuasive
Text
Discussion
Narrative

32. Booklets – what is inside?
6. Study

33. Helping students to see the links…
Structured Topic Overview
De-mystify the topic (like introducing a text – tell them what it is all about)
Provide a graphic organiser – (shows the overall picture)
Tell them what to study
Tell them when to start studying

34. Structured Topic Overview
Graphic organisers – using them to organise their notes/ideas about a topic (great for overview/study purposes)
Scaffolding – providing students with a Structured Topic Overview (a summary of content and skills students will cover in the topic) at the beginning of the topic
This will allow students to understand what they are doing, how it links together and what they will need to know at the end of the unit.
Provide a word bank - discuss vocab and use as spelling
Provides a study review (use ‘tick-a-box’)

35. STRUCTURED OVERVIEW USING INFORMATION SCAFFOLD
Two formats – choose either or combine both
STRUCTURED OVERVIEW USING INFORMATION SCAFFOLD
MACRO GROUP
MICRO GROUPS (NUMBER WILL VARY)
WORD BANK

36. STRUCTURED OVERVIEW USING INFORMATION SCAFFOLD
This structure is flexible – number of columns may vary depending on the amount of information and the number of categories you need to include
STRUCTURED OVERVIEW USING INFORMATION SCAFFOLD
CELLS
All living things are made up of very small basic units called cells. Some living things are made up of only one cell, like bacterial (unicellular organisms). Others, like humans, are made up of billions of cells (multicellular organisms). Although the size, shape and contents of cells may vary, all cells are responsible for carrying out functions that keep organisms alive.
MACRO GROUP
Observing Cells
Cells
Cell Division
History-1665 to present day
Hooke, Leeuwenhoek, Dutrochet, Schwann, Brown, Virchov, Ruska
(make a timeline—Num)
Microscopes
To study cells you need a microscope. To see most cells more clearly special chemicals have to be used to stain them. To study multicellular organisms, very thin slices have to made so that light can pass through the cells.
Parts of the microscope
Ocular
Barrel
Objectives
Mirror
Coarse adjustment
Fine adjustment
Arm
Procedure Experiment: looking at cells under the microscope
Definition
a cell is a self contained unit of living matter
Cells are too small to be seen by the naked eye
Inside a cell is a carefully controlled environment where the chemistry of life takes place
There are many types of cells. In multicelluar organisms different cells do different jobs.
Functions
A cell takes in energy and uses it to build and reproduce
Each part of a cell has a different function
There are many different types of cells. In multicelluar organisms different cells do different jobs.
Types of cells in the human body
.Blood cell
.Muscle cell
.Tissue cell
.Sex cell etc
Growth
Growth is the process by which all organisms increase in size. As organisms grow they increase in mass and volume
How does an organism grow? In multicellular organisms, the answer is that they produce more cells. This occurs through cell division.
Fertilisation
When a sperm cell and an ovum join, the cell divides millions of times to produce a new organism
Persuasive Text: Cloning
MICRO GROUPS (NUMBER WILL VARY)
Monocular microscopes
(1 eye piece)
Binocular microscopes
(2 eye pieces)
Advantages/disadvantages
Electron
Microscopes
(much higher magnification without loss of detail)
Advantages/disadvantages
Animal Cells
nucleus
cytoplasm
mitochondria
cell membrane
Functions
Plant Cells
nucleus
cytoplasm
Mitochondria
Vacuole
Chloroplast
Cell wall
cell membrane
Functions
Asexual
Reproduction
Sexual
Reproduction
WORD BANK
unicellular, multicellular, membrane, mitochondrion, vacuole, chloroplasts, nucleus, cellulose, organism, rigid, microscope, monocular, stain, magnification, ocular, objectives, adjustment, reproduction, sexual, asexual, division, muscle, tissue

37. 10 – 20 Questions posted on Moodle for review before each topic test
Kick Start Questions
10 – 20 Questions posted on Moodle for review before each topic test
Build in success (if you study these questions you are guaranteed 10 – 20 marks)
Motivating
Builds success motivates builds success
Aiming to create a study pattern in our students which will hopefully take them into SC and HSC
Needs to start Term 1, Year 7!!!!
(Students are also encouraged to study for the rest of the test by referring to the checked boxes on the Structured Topic Overview and then looking at their appropriate notes)
Belmont High School acknowledgement

38. or .Multicelluar organisms are made up of many cells.
SAMPLE STUDY GUIDE ‘Kick Start’ Questions
Year 7 Science Study Guide
Topic: Cells
True or False:
.Multicelluar organisms are made up of many cells.
.Chloroplasts are found in animal cells.
.The two lenses that determine the magnification of your
microscope are the eyepiece lens and the objective lens. or
.An organism composed of only one cell is called a unicellular organism.
5. The nucleus is the control centre of the cell. T F T F T F

39. Reading for Information
How parents can help
2. Comprehending Text 1.
Getting Organised 3.
Navigating Text Books
Parents 6.
Study 4.
Reading for Information 5.
Writing

40. Questions?