Teacher: Kathy Snodgrass

Contact: .(JavaScript must be enabled to view this email address)

Class Blog: http://kaurikidsofkaharoa.blogspot.co.nz/

Term Letter

Are you a New Entrant? Click here to download our New Entrant Guide.

Kaharoa Keas
Kaharoa Keas is our New Entrant Transition programme for children due to commence school. This session runs for ten sessions from 1.20 to 2.30pm on a Wednesday afternoon. Please email Kathy Snodgrass on .(JavaScript must be enabled to view this email address) if you would like to attend these sessions.

During these sessions, run alongside the classroom programme in Room Kauri, children become familiar with the school environment, classroom routines and etiquette, as well as meet other children who will be in the same classroom as them.
While children are involved with the teacher, our Principal, Mr Moyle will discuss with parents various aspects as set out below. This is an opportunity for parents to be fully informed of the school’s expectations, current education philosophies and to ask questions.

Classroom Visits
Children also have two class visits prior to starting school from 8.50– 12.20am. The children will become involved in the morning class programme, please bring morning tea. You will be welcome to stay with your child, or leave them depending on your preference.

The 2018 Kaharoa School class stationery lists for 2018 are available http://www.myschool.co.nz online and in store.

Parents are able to order online (www.myschool.co.nz) with OfficeMax or pop into their store on Fenton Street as they have our school class lists available. Mention Kaharoa School at the store so our school can earn rewards for every order through OfficeMax. Order online and they deliver to your door.

Welcome to Term 3!

Hope you all had a great break and are fresh and ready to go.

I would like to welcome Bronson, Ryan and their families to the Room Kauri family. We are looking forward to getting to know each other - if you have any questions please ask! We also welcome back Mr Warwick Moyle from his sabbatical leave - he will have lots of exciting things to share I am sure

This term the Key Competency we will focus on is being a Can Do kid. This means being motivated, a risk taker and enterprising in their learning. Our Cornerstone value is Consideration (Whai Whakaarotanga) This means showing a willingness to be kind, thoughtful and consider the interest of others before self ‘ - in other words Thinking of others.

COMMUNICATION Please make sure you follow the email link I have sent you (I can resend if you need me to) to join up with our class dojo. This is a closed group where most of our reminders will be, day to day classroom bits and a window into what your busy little person does each day. You can always email me .(JavaScript must be enabled to view this email address) and I will try to check messages during break times during the day.

For our topic this term, we will be looking at Minibeasts, Bumble bees and the life cycle of a chicken later in the term, as well as following interests and urges of our tamariki .
We will also be welcoming Harold the Giraffe and Bernie in the Life Education team during the first two weeks of the term. We will be learning about friendships and relationships in the cool caravan!

We will also be learning gymnastic skills using the amazing equipment we have here at Kaharoa. Lots of fun and learning going on!!!!

We will have another busy term!


Week 1: Life Education

Week 2: Parent interviews - book online, I would love to see you all smile

Week 3: School Photos Monday

Week 5: Whanau Hui - Learning through Play - all welcome and encouraged to attend. This will be talking about why we are moving into this philosophy and what it looks like in the classroom.

Week 8: Market day (Senior students homework challenge) - children can bring some money to purchase items (proceeds to charity)

Week 9: Art week - children creating special pieces for next week’s exhibition.

Week 10: Art exhibition - for all friends and whanau to come and view.

From week 6 we will also be welcoming Denver who is a student from Western Heights High school. She is part of the Gateway programme and was a former student at Kaharoa. She will be working with children under my guidance and supervision.

I am looking forward to another wonderful term with our wonderful little people.

Nga Mihi

Kathy Snodgrass


Suggestions to Help Increase Understanding
Be Patient
· Give your child time to work out words (5 seconds or more is reasonable)
· After 10 seconds ENCOURAGE your child to use the following strategies when they come across an unknown word:

  • Make a regular time for reading every day
  • Turn off the T.V.
  • Let your child know that you ENJOY the time together
  • Make listening to reading a SPECIAL time
  • Be seen as a reader YOURSELF
  • Encourage your child to make use of the local and school library
  1. What do you think the word is?
  2. Read the sentence again and see if you can work it out
  3. Have a go
  4. Look at the picture
  5. What does it start with?
  6. After talking your child may be ready to read to you
  7. Do read first if your child wants you to
  8. Do take turns reading parts of the story with your child
  9. Try leaving out the last word occasionally
  10. Let your child join in with you. This gets easier with practice
  11. Praise your child’s efforts
  12. Talk about the book after reading it
  13. Do make reading fun!

Correcting Mistakes Your Child Makes
· If the mistake makes sense, as in a misreading of house for home, let your child continue to the end of the sentence. Then go back and ask, ”What word is this?”
· If the mistake does not make sense, lead your child to correct the mistake by allowing time to self correct
· Reread what your child has said and ask’ “Does it make sense?”
· Finally, if the meaning is still not clear, look at the word and find familiar sounds such as ’s’ at the beginning and ’ing’ at the end.

What to Read?
One way of getting your child to understand what they are reading or listening to is to get your child to ask questions.

  • ·Involve your child in the selection of a story or book. Ask your child what interests him/her. Use this information to help select material. We as adults seldom read something that we don’t want to so why force young children to read something they are not interested in. This is not to say that there is not a time and place for compulsory reading of books. Your must balance that yourself.
  • Don’t restrict your child’s reading material to only books. Provide a chance to read other types of reading material such as magazines, comics, poetry books, newspapers, maps, recipes, letters, picture books, computer adventure games etc.

When you are involved with reading with your child try the following:
Blends and Contractions
As conventions of print come up in your child’s reading, refer to them and ask your child about them.
Contractions - eg: don’t-do not can’t-can not etc
Consonant blends - eg: dr, cl, pr etc
Word endings - eg: s, ed, ing, er etc
Compound words - eg: today (to day), something, etc

  • Before reading takes place ask your child to think of one question to ask
  • Your child listens or reads (silently or out loud), thinking about their question
  • When reading is finished your child asks their question
  • You could also ask a question of your child
  • As your child’s questions become more complex you could gradually get them to ask more than one question.
  • This certainly helps with understanding what is read!

As your child progresses the following strategies can be used:

Pause: The First P
The first thing to do after a child makes a mistake is to refrain from doing anything, pause.

This means :
This allows time for your child to do his/her own thinking. Being able to problem solve is an important part of reading.

  • Don’t say anything
  • Don’t signal with your face
  • Don’t point
  • In fact, don’t do anything

Prompt: The Second P
If a word is not attempted, go looking for more clues.
- “Read on”
-”Try that again”
-”Go back to the beginning

If a word does not make sense, give a meaning prompt. Ask a question about the meaning

If the word makes sense but is incorrect, give a visual or sound prompt. Direct attention to what the word looks or sounds like

Praise: The Third P
Praise can and should be given for:
-Correct reading
-Self corrections
-Prompted self corrections
-Positive participation

Give time to work the word out.
If unable to work it out try some of the following:

  • Read on and see if you can work it out
  • Go back and read that sentence again
  • Think about if the word looks right
  • What would make sense?
  • Is there are word inside that word you do know? eg: handle- and -hand
  • Change the letter at the beginning to…. eg: wet imagine the w is a g. get-wet
  • What rhymes with…
  • Read around the corner
  • Look at the punctuation (take a breath for fullstops)
  • Make the reading sound like talking
  • Show me… useful when a word is said wrong eg: a for the
  • Look at the picture- eg: what is the expression on his face?
  • Sound it out
  • Is that a real word?
  • It could be but …. Does the word start like that?.....end like that?
  • Look at the whole word
  • Think about what is happening in the story

Learning Resources

Junior learning sites


Helping Hands

Help Request Est.Time
Recycled Art Materials Wanted 1 hour
Plastic Bottle Tops Wanted 1 hour
1/2 Round or 1/4 Round Posts to Donate 1 hour

We need help!
If you can help with any of the items above, please click on a task to find out more and volunteer.