Kauri

Teacher: Kathy Snodgrass

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

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.

Stationery
The 2019 Kaharoa School class stationery lists for 2019 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.

Class Newsletter for Term 1, 2019.

Welcome to Term one 2019 in Room Kauri. For some of you it is a ‘Welcome back’ and for others, this marks the start of your journey into school life with your child.
I am excited to be starting this journey with each of you and your gorgeous children. I hope you all managed some relaxing in the sun and much needed downtime over the summer.
For the first few weeks of school, we focus on getting set up and establishing culture and routines so everyone understands what is happening and begin to feel more comfortable together. Lots of Social Skills practice and learning happens for us during this time.
We will count down the first 100 days of school (usually pretty close to the end of term 2) and have a celebration on the 100th day. Each afternoon we will be swimming in preparation for our junior swimming sports in week 6.
This is a fun event focused on participation and enjoyment, while showing new found water skills to our families. Please ensure your child has a Kaharoa School sunhat. These are the only ‘uniform’ at Kaharoa and must be worn Term 1 and 4. They are available at the office should you need to purchase one. Our schoolwide cornerstone value for the term is RESPECT - Willingness to treat with courtesy; to hold in high regard; to honour, to care about yourself and others’.
This means being caring. We we look at how to be respectful to the environment, ourselves and others.
The Key competency focus is a Self Manager. For our little people this means looking after their belongings, hanging their bag up independently, bringing in their book bags and signing themselves in for their day. Please make sure you join our class dojo - a link has been sent via email. This is a great communication tool and will keep you up to date with the day to day school events.
Dates for the calendar. Thursday 31/1 - Meet the teacher 4:30-5:00 followed by a picnic Tuesday 12/2 - Science in a van show 15/2 - School Triathlon 18/2 BOT meeting 5:30 - ALL WELCOME 27/2 - Wheels day 6/3 - Junior swimming sports 27-28/3 - Parent Interviews Each Wednesday pm - preschool visitors End of term Friday April 12th @ 2:50pm.

There may be other things that pop up, but I will do my best to keep you informed. More details to come on these events closer to the times. If you have any questions please get in touch with me via email .(JavaScript must be enabled to view this email address) or via the messenger on Class Dojo to set up a chat time. I endeavour to reply as quick as possible to your messages smile
Nga mihi Kathy Snodgrass


HOME READING

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!

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 :
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
-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

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