Kowhai

Teacher: Leanne Hale

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

Class Blog: http://coolkowhai16.blogspot.co.nz/

Term Letter

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

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Dear Parents,

Welcome back to term 2.

I hope you all had a lovely break and were able to spend time with family and friends.

Our topic for study this term includes fish, rainforests and fungi.

Our key competency is: A Communicator- to confidently & clearly communicate and receive and respond to messages.

Our cornerstone value:

Honesty &Truthfulness-this means telling the truth

Trips: We will have a trip to the Trout Hatchery on 22nd July. This time will coincide with the life cycle of the trout so that our children will see all stages of the trouts life cycle. We will also visit Cody’s family farm and observe truffles.

We will continue with Messy Play on Friday.

Maths-we will be covering and learning the geometry and number strands.

Reading-a guided reader will come home Mon-Thurs that has been worked on in their reading groups with me. A book of their choice that is to be shared with you will come home on Friday. On Fridays we go to the school library and your child will need to return their library book each Friday to exchange for another one.

Writing-we write daily on a range of topics, sometimes factual and sometimes using our imagination.

PE-this term we will be participating in the Go4it programme as well training for our cross country in week 8 on Tuesday 19th June.

We begin our day with a massage and moving to music, we will continue to do this.

With colds and coughs often more prevalent this term and could you please send along a box of tissues with your child that we can share with the class. This term I will be acting Deputy Principal and will released for DP duties each Wednesday. Sue Kerr will be your child’s teacher that day. Sue and I meet and organised and planned for our term programme. Sue is an experienced junior teacher and we would like to welcome Sue and all she has to share to Room Kowhai.

Please feel free to contact me at .(JavaScript must be enabled to view this email address) if you have any questions or queries.

I am looking forward to another wonderful term of fun and learning in Room Kowhai. Your children are very keen to learn and have a wonderful curiosity about their world.

Thank you for your lovely children and for your support.

Kind regards Leanne


HOME READING

Suggestions to Help Increase Understanding
· 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

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
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?
· 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.

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

When you are involved with reading with your child try the following:
· 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!

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

P.P.P.
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 - Don’t say anything
- Don’t signal with your face
- Don’t point
- In fact, don’t do anything

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

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
-Attempts
-Prompted self corrections
-Effort
-Answers
-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

http://www.storylineonline.net/
http://www.magickeys.com/books/
http://www.starfall.com/
http://www.bbc.co.uk/bitesize/ks1/literacy/