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1. Fully Alive: Renewed Changes and New Features Not something I thought I would be doing again — working on Fully Alive — but here I am.
• My task today is to walk you through the changes and new features in the second edition.
• This presentation will cover the Student Book, Teacher Guide, and the materials for families.Not something I thought I would be doing again — working on Fully Alive — but here I am.
• My task today is to walk you through the changes and new features in the second edition.
• This presentation will cover the Student Book, Teacher Guide, and the materials for families.
2. Fully Alive
3. Student Edition, Grade 3 Replacement of consumables
Addition of new pages to enrich and deepen
the topic
New art and photos
Text added to several of the picture stories • Let’s start with the Student Book, in which the changes are the most obvious, primarily because of the replacement of the consumable pages.
• In both Grades 1 and 2, there were 29 consumable pages. The total length of Grade 1 was 73 pages, and Grade 2, 69 pages.
• The new Grades 1 and 2 each have 61 pages, with 14 BLMs in Grade 1, and 15 in Grade 2.
• What follows are some examples of these changes.
• Let’s start with the Student Book, in which the changes are the most obvious, primarily because of the replacement of the consumable pages.
• In both Grades 1 and 2, there were 29 consumable pages. The total length of Grade 1 was 73 pages, and Grade 2, 69 pages.
• The new Grades 1 and 2 each have 61 pages, with 14 BLMs in Grade 1, and 15 in Grade 2.
• What follows are some examples of these changes.
4. Student Edition: Replacement of consumables Original Page, Grade 3 New Page, Grade 3 • This consumable page from Grade 1 is now a text page, which provides an introduction to a little girl named Teresa. Teresa lives with her mother, and comes from the Philippines. The original consumable page is now also a BLM.• This consumable page from Grade 1 is now a text page, which provides an introduction to a little girl named Teresa. Teresa lives with her mother, and comes from the Philippines. The original consumable page is now also a BLM.
5. Student Edition: . . . new pages … * (has been replaced with) new pages, featuring a story about Teresa’s likes and dislikes
• Since bullying is a subject of concern, this story about Teresa created an opportunity to include it.
• Touching on subjects, like bullying, is a frequent approach in Fully Alive. It allows the teacher to engage in a discussion of bullying if it is appropriate for her class. These openings for discussions of topics like bullying are highlighted in the Teacher Guide.
* (has been replaced with) new pages, featuring a story about Teresa’s likes and dislikes
• Since bullying is a subject of concern, this story about Teresa created an opportunity to include it.
• Touching on subjects, like bullying, is a frequent approach in Fully Alive. It allows the teacher to engage in a discussion of bullying if it is appropriate for her class. These openings for discussions of topics like bullying are highlighted in the Teacher Guide.
6. Teacher Guide: Grade 3 Reorganized theme openers for
greater clarity
Topic development — revisions and
additions
Optional assessment component • The changes in the Teacher Guide are not as obvious as those in the Student Text, but there are a number of significant differences.
I’ve grouped them in three categories — Theme opener, topic development, and an optional assessment component. • The changes in the Teacher Guide are not as obvious as those in the Student Text, but there are a number of significant differences.
I’ve grouped them in three categories — Theme opener, topic development, and an optional assessment component.
7. Teacher Guide: Reorganized theme openers (1) Now organized in three sections:
About Theme One —
The first section provides a rational for the theme within the context of the program, and in its application to the students at their stage of development. • We’ll start with the Theme openers. The original version did not have sections, and integrated the description of the topics for the theme within the text. The new theme openers are better organized and clearer.
• The first section provides the rationale and, where appropriate, ties it to the stage of development of the students.• We’ll start with the Theme openers. The original version did not have sections, and integrated the description of the topics for the theme within the text. The new theme openers are better organized and clearer.
• The first section provides the rationale and, where appropriate, ties it to the stage of development of the students.
8. Teacher Guide: Reorganized theme openers (2) Overview of Topics —
• Topic 1: God Knows My Name – As in previous grades, Theme One begins with an affirmation of our belief that God knows and loves each one of us. In Topic 1, the focus is on the personal relationship that God has with each child.
• Topic 2: Different and Alike – In this topic the students are invited to explore some of their own unique characteristics and experiences and those of others. They learn that it is part of God’s plan that each of them should exist as the unique people that they are. The students are also encouraged to recognize that, although we are different from each other, we are also alike in many essential ways.
• The section section in each of the Theme Openers is an Overview of Topics. The topics are now described in a clearer and more accessible way. This example is from the Overview of Topics section of the Theme One opener for Grade 2. • The section section in each of the Theme Openers is an Overview of Topics. The topics are now described in a clearer and more accessible way. This example is from the Overview of Topics section of the Theme One opener for Grade 2.
9. Teacher Guide: Reorganized theme openers (3)
A Closing Note —
The final section is a more direct and personal communication to teachers — the importance of their role, their influence, and the difference they can make in children’s lives. • The final section of the Theme Openers, A Closing Note, is directed in a more personal way to the teachers.
• Teachers often speak of Fully Alive in terms of the experience they have with their children in teaching this program — a sense of closeness and a time for sharing and getting to know each other better. This is the most common comment we hear in consultations with teachers about the program.
• The final section of the Theme Openers, A Closing Note, is directed in a more personal way to the teachers.
• Teachers often speak of Fully Alive in terms of the experience they have with their children in teaching this program — a sense of closeness and a time for sharing and getting to know each other better. This is the most common comment we hear in consultations with teachers about the program.
10. Teacher Guide — Topic Development: Revisions and Additions Title v
Quotation for teacher v
Student page images v
Expectations ?
Note to the Teacher
Important Words
Material/Preparation
Program Resources
Assessment
Curriculum Connections
3-part Lesson Plan and
We Explore
• This is the second notable change in the Teacher Guide — the organizational template that is used to present each topic for the teacher. It now has several new features.
• The list you see covers all of the sections that make up the template. Not all of these sections are used in every topic. The sections titles that appear on the screen in red are used in all of the topics. The others — Important Words, Material/Preparation, Assessment, and Curriculum Connections appear when they are needed.
• The big arrow pointing at Expectations is there to tell you that this is the first revision we will talk about. The checkmarks next to be first three items are there to tell you that there are no significant changes. All topics open with a title, a quotation for teachers, and images of the student pages for the topic — as they did in the original.• This is the second notable change in the Teacher Guide — the organizational template that is used to present each topic for the teacher. It now has several new features.
• The list you see covers all of the sections that make up the template. Not all of these sections are used in every topic. The sections titles that appear on the screen in red are used in all of the topics. The others — Important Words, Material/Preparation, Assessment, and Curriculum Connections appear when they are needed.
• The big arrow pointing at Expectations is there to tell you that this is the first revision we will talk about. The checkmarks next to be first three items are there to tell you that there are no significant changes. All topics open with a title, a quotation for teachers, and images of the student pages for the topic — as they did in the original.
11. Teacher Guide — Topic Development: Expectations Original: Objectives
recognize that our bodies are gifts from God.
be encouraged to develop an attitude of appreciation and respect for the body.
New: Expectations
describe some of the ways they can show respect and care for their bodies.
recognize that our bodies are gifts from God. • All of the original objectives have been translated into the language of expectations.
• Typically, the first expectation is more easily assessed than the second, which tends to fit in the affective domain.
• The verbs “recognize” or “appreciate,” often used in the second expectation, represent more overall, general expectations related to the development of attitudes and behaviours that are presented and encouraged in the program, and are consistent with the mission of the Catholic schools. • All of the original objectives have been translated into the language of expectations.
• Typically, the first expectation is more easily assessed than the second, which tends to fit in the affective domain.
• The verbs “recognize” or “appreciate,” often used in the second expectation, represent more overall, general expectations related to the development of attitudes and behaviours that are presented and encouraged in the program, and are consistent with the mission of the Catholic schools.
12. Teacher Guide — Topic Development: Revisions and Additions Title v
Quotation for teacher v
Student book pages v
Expectationsv
Note to the Teacher ?
Important Words
Material/Preparation
Program Resources
Assessment
Curriculum Connections
3-part Lesson Plan and
We Explore • The Note to the Teacher has not changed a great deal in terms of content. Overall, however, they are less wordy, and therefore, shorter. The main change involves the highlighting of certain kinds of material — as you will see in the next slide.• The Note to the Teacher has not changed a great deal in terms of content. Overall, however, they are less wordy, and therefore, shorter. The main change involves the highlighting of certain kinds of material — as you will see in the next slide.
13. Teacher Guide — Topic Development: Note to the Teacher
The revised Note to the Teacher is very similar in content: It introduces the topic and any relevant information about the children’s development.
The main changes are the highlighting of important information, cautions regarding sensitive material, and answers to sensitive questions children ask.
• A Frequent comment or question teachers and others ask concern sensitive areas in the program, or how to answer certain questions the children may ask.
Most often, the material they are looking was in the original text, but was buried — not obvious. Highlighting this kind of information is the major change to the Note to the Teacher in this renewed edition. Here is an example.• A Frequent comment or question teachers and others ask concern sensitive areas in the program, or how to answer certain questions the children may ask.
Most often, the material they are looking was in the original text, but was buried — not obvious. Highlighting this kind of information is the major change to the Note to the Teacher in this renewed edition. Here is an example.
14. Note to the Teacher: Example of highlighted caution Caution: In presenting this topic, you will want to be sensitive to the variety of family circumstances that may be part of your students’ lives. Some will have many experiences of gatherings that include extended family members and friends; others will not. Some may have experienced the challenge of sharing family love with parents who do not live together. Others, for a variety of reasons, may have little or no contact with extended family members or family friends. Your awareness of the variety of family situations in your class and your sensitivity will guide your approach to this topic. • This format for cautions, sensitive material, and answers to questions is used throughout (gray background) to highlight the material.• This format for cautions, sensitive material, and answers to questions is used throughout (gray background) to highlight the material.
15. Teacher Guide — Topic Development: Revisions and Additions Title v
Quotation for teacher v
Student book pages v
Expectationsv
Note to the Teacher v
Important Words ?
Material/Preparation ?
Program Resources
Assessment
Curriculum Connections
3-part Lesson Plan
and We Explore
• We come now to Important Words and Material/Preparation. Here are examples of these two sections.• We come now to Important Words and Material/Preparation. Here are examples of these two sections.
16. Topic Development: Important Words, Materials/Preparation — examples
Important Words
• custom, extended family
Materials/Preparation
• Send the Theme Two family letter home with the students.
• Before you begin this topic, you may also want to check the internet or a reference book for the meaning of your family name so that you can share it with the students. You might also speak to someone from the library services of your board about reference books for family names. • This example of Important Words, which is a new section, comes from Grade 2, Theme Three, Topic 5, “The gift of Bodies.”
The highlighting of vocabulary, however, is not just about Theme Three: Words from other themes such as consequence, unique, loyal, to depend on, promise, and personality are some of the significant words in Grades 1 and 2 that are highlighted in Important Words.
• The Materials/Preparation example is from Grade 2, Theme Two, Topic 1, “My Special Family.” The Materials/Preparation section is not new, but in the revised edition is more consistent: It does not include any of the program materials (now a separate section), and gives the teacher a change to look ahead and see if there are any reminders, suggestions for visitors who would enrich the topic, songs, or classroom materials that might be helpful, or preparation — as in the example on the screen — needed for an activity.• This example of Important Words, which is a new section, comes from Grade 2, Theme Three, Topic 5, “The gift of Bodies.”
The highlighting of vocabulary, however, is not just about Theme Three: Words from other themes such as consequence, unique, loyal, to depend on, promise, and personality are some of the significant words in Grades 1 and 2 that are highlighted in Important Words.
• The Materials/Preparation example is from Grade 2, Theme Two, Topic 1, “My Special Family.” The Materials/Preparation section is not new, but in the revised edition is more consistent: It does not include any of the program materials (now a separate section), and gives the teacher a change to look ahead and see if there are any reminders, suggestions for visitors who would enrich the topic, songs, or classroom materials that might be helpful, or preparation — as in the example on the screen — needed for an activity.
17. Teacher Guide — Topic Development: Revisions and Additions Material/Preparation v
Program Resources ?
Assessment ?
Curriculum Connections
3-part Lesson Plan and We Explore
Title v
Quotation for teacher v
Student book pages v
Expectationsv
Note to the Teacher v
Important Words v
• The next two sections to discuss are Program Resources and Assessment. Both are new sections. Here are examples:• The next two sections to discuss are Program Resources and Assessment. Both are new sections. Here are examples:
18. Topic Development: Program Resources, Assessment — examples Program Resources
• Family and Friends (Big Book, p. 7)
• Family Customs (Big Book, p. 8)
• Student Book, pages 19-23
• BLM #8 — Family and Friends
BLM #9 – My Family Tree (related activities)
BLM #10 – My Family Flag (related activities)
Assessment
• For assessment suggestions for Theme Two, see
Appendix A, pages 190-191, 192, 198-199
• The examples of Program Resources and Assessment, are from Grade 1, Theme 4, Topic 1.
• Program Resources appears in all Topics and includes any Big Book pages, student pages, Family Connections sheets, and BLMs.
• The section called Assessment is a reminder for the teacher about the available assessment strategies for the theme, in this example Theme Four. This Assessment reminder appears only in the first topic of each theme. • The examples of Program Resources and Assessment, are from Grade 1, Theme 4, Topic 1.
• Program Resources appears in all Topics and includes any Big Book pages, student pages, Family Connections sheets, and BLMs.
• The section called Assessment is a reminder for the teacher about the available assessment strategies for the theme, in this example Theme Four. This Assessment reminder appears only in the first topic of each theme.
19. Teacher Guide — Topic Development: Revisions and Additions Material/Preparation v
Program Resources v
Assessment v
Curriculum Connections?
3-part Lesson Plan and We Explore
Title v
Quotation for teacher v
Student book pages v
Expectationsv
Note to the Teacher v
Important Words v
• Curriculum Connections is a new section, and appears only when relevant.
• There are two different kinds of Curriculum Connections — those that involve the main lesson, and those that are part of a We Explore (optional activity. Here is an example of a Curriculum Connection within the main lesson:• Curriculum Connections is a new section, and appears only when relevant.
• There are two different kinds of Curriculum Connections — those that involve the main lesson, and those that are part of a We Explore (optional activity. Here is an example of a Curriculum Connection within the main lesson:
20. Topic Development: Curriculum Connections — Theme Two, Topic 1
Within the main lesson:
• Curriculum Connections
This topic has a connection with Unit 4 and Theme 13, “God Dwells Among Us,” in the In the Spirit We Belong, from the Born of the Spirit Catechetical program. (See Appendix B, page 212). You may want to present it during Advent.
The letter writing activity in We Respond offers a connection to the Language curriculum (Writing: Using Knowledge of Form and Style in Writing).
• The example is from Grade 2, Theme One, Topic 2, “We are Growing.” The use of a separate section as part of the Topic Development template alerts the teacher to the curriculum connection within the main lesson.• The example is from Grade 2, Theme One, Topic 2, “We are Growing.” The use of a separate section as part of the Topic Development template alerts the teacher to the curriculum connection within the main lesson.
21. Topic Development: Curriculum Connections — Theme 2 Topic 2 Within an optional activity (We Explore):
• Family Recipes – Tortiere is a favourite family recipe of the Petrowski family, especially for Christmas celebration. Invite the students to ask at home for favourite family recipes, especially those that have been handed down from older generations. These could be items made for special occasions like birthdays, Christmas, or Easter, or something the family enjoys quite often. As a Christmas activity, these recipes could be typed by the students on computers, illustrated, organized into categories (main dishes, desserts, etc.), and then gathered together to create a Classroom Cookbook. These cookbooks could be presented to families as a Christmas gift.
(Curriculum Connections: Language, Media Literacy, Creating Media Texts; and Health and Physical Education, Healthy Living, see Appendix B, Pages 121 and 213
• This second example is from Grade 1, Theme 5, Topic 3 “All kinds of work.” Since the activity is optional (part of We Explore), the Curriculum Connection is highlighted at the end of the description of the activity.
• Both kinds of Curriculum Connections — those within the main part of the lesson and those in optional activities are listed in Appendix B,
• Oral communication, reading, and writing are central in most, if not all, of the topics of Fully Alive. For this reason, the Curriculum Connections for basic language skills are not listed in Appendix B or noted within the topic — the teacher’s guide would end up far too long. Some very specific language expectations, however, are listed: In Grades 1 and 2, these are activities that involve the planning and creation of media texts. In Grades 3 and 4 this will expand to include activities that involve the creation of specific genres of written work — e.g., letters or poetry.• This second example is from Grade 1, Theme 5, Topic 3 “All kinds of work.” Since the activity is optional (part of We Explore), the Curriculum Connection is highlighted at the end of the description of the activity.
• Both kinds of Curriculum Connections — those within the main part of the lesson and those in optional activities are listed in Appendix B,
• Oral communication, reading, and writing are central in most, if not all, of the topics of Fully Alive. For this reason, the Curriculum Connections for basic language skills are not listed in Appendix B or noted within the topic — the teacher’s guide would end up far too long. Some very specific language expectations, however, are listed: In Grades 1 and 2, these are activities that involve the planning and creation of media texts. In Grades 3 and 4 this will expand to include activities that involve the creation of specific genres of written work — e.g., letters or poetry.
22. Teacher Guide — Topic Development: Revisions and Additions Title v
Quotation for teacher v
Student book pages v
Expectationsv
Note to the Teacher v
Important Words v
Material/Preparation v
Program Resources v
Assessment reminder v
Curriculum Connections v
3-part Lesson Plan and We Explore ?
• We have finally reached the end of the list! The three-lesson plan (with slightly new names — We Experience, We Discover, and We Respond) — remains very similar in structure, but does have some changes. We Explore (originally called Optional Activities) continues to be a series of optional activities that are related to the topic.• We have finally reached the end of the list! The three-lesson plan (with slightly new names — We Experience, We Discover, and We Respond) — remains very similar in structure, but does have some changes. We Explore (originally called Optional Activities) continues to be a series of optional activities that are related to the topic.
23. Topic Development: 3-Part Lesson Plan — We Experience, We Discover, We Respond The organization of the 3-part lesson plan remains the same, but other changes have been made:
Many of the activities have been updated and improved.
There is a greater emphasis on critical thinking.
The key concepts in each topic are highlighted for the teacher, almost always in the We Discover section of the lesson; these key concepts are closely tied to the expectations.
• These are the main changes to the core lessons. Activities have been updated; greater emphasis on critical thinking (particularly in the kinds of questions suggested to teachers); highlighting of key concepts. Here is an example of this highlighting:• These are the main changes to the core lessons. Activities have been updated; greater emphasis on critical thinking (particularly in the kinds of questions suggested to teachers); highlighting of key concepts. Here is an example of this highlighting:
24. Topic Development: 3-Part Lesson Plan Key Concepts in We Discover — example Display the Big Book page, “Family Love is Open,” and read the text and explore the illustrations with the students.
• How are these families sharing love and keeping in touch with each other (talking on the telephone; writing letters and e-mails; taking trips to see each other; communicating through the Internet)
• Does your family use any of these ways of keeping in touch with relatives or close friends?
• How did the Petrowskis show that their family love was open and welcoming? (they invited people to their house to celebrate Christmas Eve; they made everyone feel welcome; they included Angela and Richard in their celebration
• Why is it important for family love to be open to others? (it makes people feel welcome; it’s a way of sharing God’s love)
• What special occasions does your family celebrate? What makes these occasions a happy time?
• Part of We Discover from Grade 2, Theme One, Topic 3, “We All Have Feelings”
• This summary comes at the end of a classroom discussion of feelings: different kinds of feelings; importance of telling people how we feel so that they can understand us; telling people about how we feel as a way of dealing with difficult feelings — anger, fear; recognizing that as we grow up we learn how to handle our feelings; and, finally, that we can choose how to let other people know about our feeling.
• This template for summarizing the key concepts is used throughout the topics with a few exceptions ( topics that involve a lot of personal content, such as introducing our families, describing ourselves). The key concepts are also use in the Family Connections sheet to communicate to families what the children have been learning. I will say more about the Family Connections sheets when we come to the resources for families.• Part of We Discover from Grade 2, Theme One, Topic 3, “We All Have Feelings”
• This summary comes at the end of a classroom discussion of feelings: different kinds of feelings; importance of telling people how we feel so that they can understand us; telling people about how we feel as a way of dealing with difficult feelings — anger, fear; recognizing that as we grow up we learn how to handle our feelings; and, finally, that we can choose how to let other people know about our feeling.
• This template for summarizing the key concepts is used throughout the topics with a few exceptions ( topics that involve a lot of personal content, such as introducing our families, describing ourselves). The key concepts are also use in the Family Connections sheet to communicate to families what the children have been learning. I will say more about the Family Connections sheets when we come to the resources for families.
25. Topic Development: We Explore — optional activities The optional We Explore activities offer a variety of Curriculum Connections including:
Mathematics (Data Management and Probability; Measurement)
The Arts (Visual, Music, Drama and Dance)
Health and Physical Education (Healthy Living, Fundamental Movement Skills)
Social Studies (Heritage and Citizenship)
Religion
A Catholic Educational Approach to HIV • As in the original program, the activities in We Explore are optional.
• This marks the end of reviewing the template for Topic Development throughout the program. We’re talked about changes to the Theme Openers, Topic Development, and now come to Assessment activities.
• As in the original program, the activities in We Explore are optional.
• This marks the end of reviewing the template for Topic Development throughout the program. We’re talked about changes to the Theme Openers, Topic Development, and now come to Assessment activities.
26. Teacher Guide: Optional Assessment Component Two strategies for evaluation have been included in the revised edition of Fully Alive:
Sample student demonstrations related to key learning expectations for the five themes. These demonstrations are drawn from the core learning activities in the various topics.
A culminating project for each of the five themes with accompanying rubrics. • As you know, there are differences among Boards with regard to assessment in the areas of Religious Education and Family Life Education. For this reason, the assessment component is optional with two strategies for evaluation offered.
• Here is an example of the first strategy for evaluation: Sample student demonstrations.• As you know, there are differences among Boards with regard to assessment in the areas of Religious Education and Family Life Education. For this reason, the assessment component is optional with two strategies for evaluation offered.
• Here is an example of the first strategy for evaluation: Sample student demonstrations.
27. Optional Assessment Component: Sample Student Demonstrations Theme One: Created and Loved by God • This example is from Grade 2, Theme One. The first key expectation involves recognition of the uniqueness of each person’s family. Two of the sample demonstrations involve BLMs that have been completed.
• The introduction to the Sample Demonstrations of Learning indicates that these sample demonstrations of learning are intended to be based on:
Teacher observation and a portfolio of the child’s word.
Knowledge (subject content, understanding of concepts) and skills (thinking, communication, application) need to be considered.
A number of questions are suggested for teachers to guide their observation of children: for example, Are the child’s contributions to class discussion relevant, clear, coherent, and indicative of understanding the basic content and concepts? Does the child listen to the contributions of others, and build on those contributions? Does the child make connections between oral stories and their own experiences and ideas? Etc. • This example is from Grade 2, Theme One. The first key expectation involves recognition of the uniqueness of each person’s family. Two of the sample demonstrations involve BLMs that have been completed.
• The introduction to the Sample Demonstrations of Learning indicates that these sample demonstrations of learning are intended to be based on:
Teacher observation and a portfolio of the child’s word.
Knowledge (subject content, understanding of concepts) and skills (thinking, communication, application) need to be considered.
A number of questions are suggested for teachers to guide their observation of children: for example, Are the child’s contributions to class discussion relevant, clear, coherent, and indicative of understanding the basic content and concepts? Does the child listen to the contributions of others, and build on those contributions? Does the child make connections between oral stories and their own experiences and ideas? Etc.
28. Optional Assessment Component: Culminating Projects Theme One: Created and Loved by God
Precious in God’s Eyes: (child’s name)
The children will produce a collage about themselves, using a mixture of media, including writing, photos, and artwork. This project is to include:
• information about their first name (why this name was chosen and what it means) and a design that incorporates their name.
• an example of something they are good at, and an example of a gift they are trying to develop.
• an example of how they try to share their talents with others.
• information about their unique characteristics: Appearance, personality, position in the family, likes, and dislikes.
• a short written description of something that makes them happy.
• This is an example of the second strategy for assument — culminating projects, in this case, a project from Grade 2, Theme Two. The culminating projects are designed to touch on the main ideas that have been presented in the theme. There is an accompanying rubric for each project — here is an example:• This is an example of the second strategy for assument — culminating projects, in this case, a project from Grade 2, Theme Two. The culminating projects are designed to touch on the main ideas that have been presented in the theme. There is an accompanying rubric for each project — here is an example:
29. Optional Assessment Component: Culminating Projects (2) Assessment Rubric
Theme One Project: Precious in God’s Eyes
Categories:
• Knowledge and Understanding: concepts
• Thinking: planning skills, processing skills, creative processes
• Communication: expression of ideas and organization of information
• Application: of knowledge and skills in familiar contexts
• These are the categories from the rubric for the Theme Two Project, Family and Friends.• These are the categories from the rubric for the Theme Two Project, Family and Friends.
30. Resources for Families Letters
Family Connections sheets
Fully Alive Online Family Resource • The final part of the program to look at — materials for families. Communication with families is so essential. Aside from being the right thing to do, given the personal nature of the program, it is also the best way to avoid upset, surprised, or possibly hostile parents.
• The final part of the program to look at — materials for families. Communication with families is so essential. Aside from being the right thing to do, given the personal nature of the program, it is also the best way to avoid upset, surprised, or possibly hostile parents.
31. Resources for Families: Letters An introductory program letter with general information
Letters for each theme with a summary of main content and suggestions for home involvement • The original program did not have any family letters. Theme letters were added several years later when it became apparent that the Family Edition was not being used. Letters for each theme, and a program introduction letter are now included in the Teacher Guide.• The original program did not have any family letters. Theme letters were added several years later when it became apparent that the Family Edition was not being used. Letters for each theme, and a program introduction letter are now included in the Teacher Guide.
32. Resources for Families: Family Connections sheets These sheets include the key concepts from the topics. They are written in the form of a letter from the child, telling the family what the class has been learning.
It is not expected that teachers will send all of them home, but will pick and choose among them.
The introduction to the program offers several suggestions for use of these Family Connections sheets (or the key concept charts created during the lessons) in the classroom. • The idea for the Family Connections sheets is the brainchild of three teachers from the London board — one of whom, Shelley Mackenzie, you will meet in a few minutes. We were working with them to refine and improve Grades 1 and 2. We were at the point when we had a rough draft of the manuscript and had already established a format for the key concepts in the We Discover sections. They liked the highlighting of the key concepts, and commented that they would like to communicate some of this material with families. Hence, the Family Connections sheets.• The idea for the Family Connections sheets is the brainchild of three teachers from the London board — one of whom, Shelley Mackenzie, you will meet in a few minutes. We were working with them to refine and improve Grades 1 and 2. We were at the point when we had a rough draft of the manuscript and had already established a format for the key concepts in the We Discover sections. They liked the highlighting of the key concepts, and commented that they would like to communicate some of this material with families. Hence, the Family Connections sheets.
33. Resources for Families: Fully Alive Online Family Resource This Online Resource for Grade 3 is on the OCCB website. It includes:
general information about the program, its history, approach and themes
an introduction and user’s guide to the Online Resource
summaries, main ideas, and suggestions for family participation from each topic
stories and poems from each theme
prayers from the program for each grade • Problems with the original Family Edition — not appealing, hard to organize getting it to parents, etc.
• The most common complaint the bishops and others hear from parents is: We don’t get any information about the program from schools — no family books, no letters.
• There is a real need for parents to be fully informed, especially given the Theme Three component. The bishops made a commitment to parents that they would be informed about the content of the program and that they would know well ahead of time before sensitive information was given to their children. There was no way to ensure that happened when the original program was published. There is now.
• All of the family material will be available on the OCCB website. As other grades are published, they will be added.• Problems with the original Family Edition — not appealing, hard to organize getting it to parents, etc.
• The most common complaint the bishops and others hear from parents is: We don’t get any information about the program from schools — no family books, no letters.
• There is a real need for parents to be fully informed, especially given the Theme Three component. The bishops made a commitment to parents that they would be informed about the content of the program and that they would know well ahead of time before sensitive information was given to their children. There was no way to ensure that happened when the original program was published. There is now.
• All of the family material will be available on the OCCB website. As other grades are published, they will be added.
34. We are God’s Children. We are fully alive! • This is one of the new pages in the Student Book for Grade 2 — the opening page in the book. But it’s the last page of this overview of the revisions and changes in the renewed Fully Alive. The children have the last word!
• This is one of the new pages in the Student Book for Grade 2 — the opening page in the book. But it’s the last page of this overview of the revisions and changes in the renewed Fully Alive. The children have the last word!
