Miro

Teacher: Gaynor Lincoln / Rose Powley

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Class Blog: http://www.mightymiro.blogspot.com

Term Letter

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.HOME READING

Mighty Miro

Kaharoa School

1.5.18

Dear Parents and Caregivers,

Term 2 is here. I guess we’re all hoping for better weather than we had at the end of the holidays. It will be a busy term and I hope a lot of fun. The term is 10 weeks long and finishes on 6 July.

I’ve been most impressed with the enthusiasm most of the children have for completing their homework and returning it by Friday. Well done Room Miro! Long may it continue.

Endangered Animals
This term our focus will be learning research skills. The topic of Endangered Animals will be the medium for learning these skills. It will be a steady process and by the end of the term each child will have produced a Google Slides presentation of their chosen animal.

Until Week 5 we will be learning to use basic skills involved in research. Around week 5 we will begin gathering information to put into our projects. There are many things to learn, including putting research in your own words.

Cornerstone Values and Key

Competencies: Our Cornerstone Value this term is Honestyand Truthfulness. Honesty and Truthfulness
(Hara Kore) – ‘Willingness not to steal, cheat, lie or be unfair. “This means telling the truth”.

Our Key Competency is COMMUNICATION. The key idea of our Endangered Animals Study is communicating, the situation and the needs for an animal’s survival.

Writing
In our writing this term we will be working on using vivid verbs and astounding adjectives to create pictures in a reader’s mind. Much of our writing will be about our research topics, but there will also be time for the children to write about their own choices of topic.

Maths
To start the term we will practise our addition and subtraction and multiplication strategies. We will add in some measurement as a basis for working out practical problems.

Cross Country
The annual senior school cross country for 8 year olds and over will take place from 9am or Cross Country for under 8 year olds will be 1.30 - 2.30pm.

Mundy The Monkey
We will continue to have the weekly draw to take Mundy the Monkey home.

We’ll have to get our skates on to get through all this. If you need to see me at any time, just let me know and we can arrange a time that suits us both.

Kind regards

Gaynor Lincoln


HOMEWORK

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

Maths Buddy
The Maths Buddy website is a way to reinforce the concepts that we cover in class. Your child should already have a user’s account. http://www.mathsbuddy.co.nz
Study Ladder
For the younger members of our class, Study ladder is also a great resource, covering maths, reading and spelling. http://www.studyladder.co.nz

Junior learning sites
https://interactivemaths.wikispaces.com/Resource+Sites
http://nzmaths.co.nz/nzc-and-standards
http://nrich.maths.org/frontpage
http://jmathpage.com/JIMSNumbercounting.html
http://www.bbc.co.uk/bitesize/ks1/literacy/
http://www.magickeys.com/books/
http://www.storylineonline.net/
http://www.carnegielibrary.org/kids/storymaker/embed.cfm
http://www.mathsisfun.com/links/curriculum-year-1.html
http://www.mathsisfun.com/links/curriculum-year-2.html
http://www.starfall.com/
http://www.readingrockets.org/article/how-parents-can-support-common-core-reading-standards