Back in the Classroom – Reading with and to your child

2014-06-13 | puppy1952

What is the most important thing a child learns when she goes to school? READING. We can’t get very far in the world without being literate and no matter how far we progress digitally – reading will always be a skill we require. The rate at which a child learns to read differs greatly and in a Grade One class it is possible to have children on six or seven different levels. The challenge for the teacher is to keep them all interested and keen to read with enjoyment.

At school we concentrate on teaching reading skills – decoding, encoding, sight words, using contextual cues, phonic cues, picture cuest etc. We use a graded Reading Scheme. Each level has one ‘Primer’ and three shorter supplementary readers with the same vocabulary plus a few new words thrown in. We keep the children at a particular level until they know the vocabulary out of context before moving them on to the next level. In addition to the books in the Reading Scheme we allow them to take other children’s books home. These have been roughly graded to fit in with the scheme book level but of course they too will have unseen vocabulary in them. Sometimes a long story can be very easy. Sometimes a short story can be quite challenging. The thickness of the book doesn’t necessarily determine how difficult the words are to read. The aim is simply to expose the children to the written word and for them to enjoy books.

How did the pioneers of old teach their children to read? They usually had only one book – The Holy Bible. Quite a daunting book to use as a primer! Yet they did. How did they manage? They read it to their children. The stories became familiar. Eventually the children started to recognise words as their parents read to them. They read together until the child could read on her own. So don’t be afraid to expose your child to a book that might be too difficult for her to read on her own. Share the reading with her. Introduce her to different authors. Talk about the cover, the title and the pictures. Get her to anticipate what will happen next. Discuss the message or moral of the story. Ask questions like What does this story teach us? How else could it have ended? Which was your favourite part? What did you like about the story? What didn’t you like about the story? It will depend on your child how much you discuss the story. Keep it simple and fun.

Often a parent might say – My child is reading her book – but she doesn’t really know the words – she reads off by heart. Don’t worry – this is part of the process. Let your child read the same book as often as she wants to but insist that she points to the words as she reads. Eventually those words will become so familiar that she will recognise them in other contexts. Remember too that reading to your child is more important than your child reading to you. You should be reading to her every single day. It should become a ritual – before bed is a good time – a wonderful way to get her settled for the night. Sit with you child in such a way that she can see the words as your read. Point to the words as you read and even allow her to read the easy ones if she wants to. Getting her to guess what the last word in the sentence is, is also excellent. Part of reading is inferring what the word could be. I never correct a child is she reads a word that is different but means the same as the one in the sentences. E.g. if she reads boy for lad – it’s okay – she has the sense of the sentence correct.

Some parents are worried that their children are reading books that are too easy or not challenging enough. Your child might bring home a book that is very short or easy. Remember that books sent home are to be enjoyed with your child. Sometimes they might be easy – sometimes a bit more challenging. If they’re too difficult let her read what she can and you read the difficult words with her. Once again – point to the words as you read. Discuss the story and help her anticipate what might happen next. If it is too easy and she reads it effortlessly in five minutes and then doesn’t bring another one home for a few days – don’t hesitate to read from your own book shelves or from the library. What is important is that your child is not only reading but being read to as well, the latter being the most important.

Here is a link to an earlier post regarding Reading to Children

https://puppy1952.wordpress.com/2013/09/07/back-in-the-classroom-reading-to-children/

Reading is not of course the only thing we learn at school. Number work is also important. We have been having fun with Mathematics and Money has been on our minds. It is amazing how money helps to teach number concepts. In the good old days I used to bring real money into the classroom but there is little you can buy with coins these days and credit cards have taken over so I don’t usually have denominations of R100 and R200 lying around in my wallet! But there is some very realistic pretend money which works just as well! So we have been playing with that. A good chart also helped and the girls were pretty good at pointing out the different coins and note. Great fun was had making a ‘coin’ die although there was some frustration when some of the little fingers couldn’t quite manage to glue it together. Luckily the more adept ones were willing to help!

What can we buy for R1,00?

Not even the tooth fairy brings 5c coins anymore!

R5 is a bit more valuable.

R50 in my birthday card would be okay!

A R200 note is the biggest amount – Just the right amount for a clever girl!

Two like this will be okay for this amazing lass.

Making the die cube

I’m ready to cut it out.

Today we had our Grade One cake sale. It was lovely to see that the girls were very aware of how much their money could buy! They spent their coins wisely and came back to class on a phenomenal sugar high! Who was the parent that sent those toffee apples! I’m not sure how much we made – but everything went! Thanks to the moms who baked, those who sent donations and the three fabulous ladies who did the selling! You were awesome and I didn’t even have to miss my break!

My R10 can get me quite a bit

Now what shall I buy

What lovely treats

I am going on a sugar high!

Yummy Toffee Apple

They were a hit!

Back in the Classroom – Helping with Homework

2014-04-26 | puppy1952

All the holidays play havoc with normal routine but we had no interruptions these past four days and so I can report that we have had a pretty good week. At this time of the year Grade Ones really start taking off. The settling in process is over and they become big Grade One Girls ready to take on any challenge.

Parents often ask how to help their girls at home. The secret is not to make an issue of homework. Do a little every day. Follow the routine set out on the homework sheet sent home each week and go at your child’s pace.
We have recently issued each child with a set of alphabet cards. At school we work with them in many ways – naming the graphemes, repeating the phonemes and building three letter words. At home you can help your child at her level.

Start by getting her to get to set the tiles out in alphabetical order. She can then rap the alphabet as she has been taught in class. Then randomly ask her to name the graphemes. She may be able to rap in order but when asked to point to m or o or q she may still be hesitant. Ask her to point to graphemes as you name them for her. See if she also knows the phoneme (sound) of each of the letters too. When you are sure she can do that ask her give the name and sound of the letter as you point to them.

The next step is to help her to ‘hear’ initial, final and medial sounds in three letter words. Say a word like mat – ask her what she hears at the beginning. You could also give her three words – mat man and rat and ask which one has a different beginning sound. Start with sounds that are continuous – s, m, n, r, f, l, v, z . Once she can do those easily go onto other letters. When she is able to do initial sounds go on to listening for final sounds before trying to get her to listen for medial sounds. Most of the girls can already do this but if your child can’t this is the way in which to help her.

The third step is decoding and encoding. Decoding means sounding out the word to work out what it says. Encoding means putting the sounds together to spell the word. Use the alphabet tiles to build three letter words and see if your child can sound them out before asking her to build a word that you give her. Have fun with these tiles. Make a word e.g. cat change one letter to make a new word. e.g. cat to rat. Keep changing one letter and have her sound out the word each time to get what it is. If she’s good at this let her choose which letter to change to make a new word.

Daily reading of the ‘box’ book sent home – a new one is issued twice weekly – is essential. Also use the little printed booklets – Two Little Birds and Bake a Cake – some children will soon be receiving Paws and Claws. All the reading words are in these books and there are stories to read too.

The Counting Booklet has everything in it to help your child build number concepts. Practising the exercises really helps your child to stay on top of her Mathematical game.

We have been discussing our families in class and have made a booklet all about the people in our houses. We drew our siblings and our parents and wrote sentences about what we like doing together.

Some of the things they wrote – I like to bake with Mom, I like to shop with Mom. I like to drive to ‘accidents’ with Dad. (Her dad has a break-down truck) I like to fight with my brother! I like to ride bikes with my sister. I like to watch TV with Dad. I like to swim with Dad. I like work in the garden with Dad. I like to talk to Mom.

After the break we will be making our Family Trees. I am sure you are all having fun gathering the bits and pieces necessary for this. May you all have a fabulous break with your kids. See you soon!

Back in the Classroom – Meeting Our Hoofie Leaders and starting Homework

2014-01-31 | puppy1952

On Tuesday the Grade Ones met their Hoofie Leaders. At SVPS all the children are divided into families of seven, consisting of a child from each grade. These families meet once a fortnight and are headed up by a Grade Seven learner. Before these gatherings occur the Grade Ones are introduced to their Head of Family (Hoofie Leader) who explains how the whole system works. We find that having these families reduces the occurrence of bullying because the children learn to get on with the other kids no matter what grade they’re in and families stick together and help each other out in times of need.

I feel special with my Hoofie Leader

Getting to know what it is all about

I think I’m going to like this

This week was yet another busy one full of new learning experiences. We continued with shapes, colours and reading. What fun it was to create pictures out of our diamond shapes. We had to remember to use our shapes in size order too! That was tricky when you were concentrating on the creative side.

Kites are flying. Have I got the sizes right?

Do you like my colours and patterns?

This week we focussed on the colour Orange. What fun we had honing our cutting out skills and strengthening the small muscles in our fingers and hands by colouring Ollie as brightly as we could. We then mounted him on black paper all by ourselves. Getting him to stand out was quite tricky but we managed!

I must cut very carefully

Tongue out helps me concentrate

So How am I doing?

It’s a piece of cake!

Don’t rush me – I’m nearly done!

Aren’t we clever!

Homework for Grade Ones began at the beginning of this week. We do not require you as the parent to teach your child. Everything that comes home has already been taught and just needs to be practiced. Any new skill that is taught must be practised in order to perfect it and this is the reason we give simple homework exercises daily. Make sure your child does the required homework as specified in the homework diary, remove notices from it and sign. It should take no longer than 20 minutes per day. Then watch your child thrive!

Funny Story of the week:- One little lass had a tummy ache. “Tell me exactly how it feels.” I said. “It feels like my tummy is biting me.” She replied. I sent her home!

Smart answer of the week:- Question: “What is a widow?” Answer: “A black spider!”

Have a wonderful weekend everyone and parents, please cover the THRASS Book sent home with your child today. This book will travel back and forth from school to home every day – it needs to last the whole year so a good quality plastic cover is required.

Quote

The thing I love most about teaching Grade 1 is watching children learn to read. Research has shown that children aged 6 turning 7 are at the perfect learning stage to start reading. In some countries children start earlier than this but by the time they are 10 our children will be at the same level as the 5 year-old starters. Our programme is geared to the 6/7 year-old whereas other countries gear theirs to younger learners.

Six and seven year-olds seem to just catch reading like one catches a cold, only its so much better! The only thing I do is expose them to the written word, provide them with some tools to work out new words and then watch it happen all by itself. Parents too, should be exposing their children to stories and books. More important than getting your child to read to you is for you to read to her. Remember when your baby was learning to talk? You didn’t teach her. You spoke to her – constantly. Well mostly it’s the same with Reading. I cannot emphasise enough how important it is to read to your child. Then leave the rest to the teacher and follow the homework procedure vigilantly.

The girls have already started their journey into Reading. They are rapping the alphabet and the THRASS chart. They have been introduced to their first Reading words. It’s happening already!

I can read this!

I love this bird story!

It’s so easy

Concentration is required

This week we have introduced the beginnings of writing and the girls are working hard at getting their patterns right. Imagine having to hold your crayon correctly, remember to start in the right place and touch the top and bottom line. Lots of effort and concentration is required but once those neural pathways are set we will be ready to start on letter formation.

We are also working hard on our mathematical concepts. We know our shapes and are counting beautifully. Now we are working on recognising numerals and spotting how many dots make five no matter how they’re arranged! Some of us still need to count them all but soon we will get to see the number instantly. The teacher has some funny requirements too. We focus on one colour and have to do a page of things just that colour. Then we focus on a shape and have to make a picture of just that shape too! Oh well – we love her so we just do it!

Cutting and pasting a yellow scene

Getting to grips with rectangles

I’m making a rectangle cake

Do you like my robot?

It has to be just right and mine has his own style!

Our school encourages healthy eating habits. We know this is sometimes difficult because of all the tempting treats out there and busy parents find it easy to just pop in a packet of chips or some yummy biscuits into the lunch box. Treats are great but should be just that – treats. They should not substitute nourishing food. Research has shown that children who eat healthily perform better at school. We are a brain-based school and believe that correct eating feeds the brain and reduces hyperactivity and lethargy in children. And surprisingly children like healthy food. It is not difficult to pop something nourishing into a lunch box and if you do your child will be more alert and able to focus better in class. Let’s work together to make the learning process easier in every way possible.

Some healthy options

Funny story of the week —– Each morning we greet each other with a show of fingers 1 for very sad and want to cry, 2 for I am grumpy – 3 for I’m just fine thank you and 4 – I am excited, very happy and just fabulous. One morning a sweet little lass asks – “What’s the number for bored?” And this was Day 2 before we’d even started the day! At the end of the morning she assured me she wasn’t bored anymore!

Back in the Classroom – Grade One on Show

2013-11-09 | puppy1952

Teaching very young children has both its challenges and rewards. They arrive on the first day of school, brand new, excited, full of enthusiasm and raring to learn. Each child wants the teacher’s attention immediately, as she is still egocentric and the centre of her own world. Teaching thirty little girls to follow a classroom routine, sit still, wait their turn and consider their peers has to be done along with the 3 RS. It is at this time of year that we see the results, and it always amazes us.

Learning to Read

Each grade at our school has a turn to demonstrate what they have been doing in class, at an Assembly. As our turn came around each term, we chose the more confident children to take the leading parts, making sure as many as possible got a turn. This term we were blown away as many of the less confident children got their chance to shine. Just a few months ago they would not have managed it, but all our children have grown so much in maturity and confidence, that even the shyest were able to learn a few lines, stand up confidently, and say them.

We, the teachers, breathed a sigh of relief when at the performance went off without a hitch. But when the principal complemented our little ones with the words, “You were beyond phenomenal,” we could have burst with pride.

Back in the Classroom – Reading to Children

2013-09-07 | puppy1952

“Whose mommies and daddies read to you, everynight before bed?” I asked my girls . A sprinkling of hands went up. “Whose mommies and daddies read to you before you started Grade 1.'” Just a few more hands went up. I noticed that most of the girls who were still being read to, were good readers themselves. Those who never had stories read to them were making slower progress.

The mistake that many parents make is – Now that my child is reading – I needn’t read to her any more. She must read on her own – she needs to practise.

We talk to our babies before they can understand the words we say – and very soon they’re talking too. It’s the same with reading – first we read because they can’t read themselves but we must continue. Read books to your children that have a more advanced vocabulary and watch how their use of language improves. There are many advantages of reading to your child.

It’s a wonderful way to get your child into bed and settled for the night.
It’s a special togetherness time – sit close to your child and let her see the words and pictures as you read.
Your child will be hearing well-written English which will contribute to her gaining good language skills.
You can use the story for life lessons and discussions.
Books, both fiction and nonfiction, teach general knowledge.
New worlds are opened for you both to share.

Let reading to your child become part of her bedtime routine. Make sure radios and television are off when you read to your child and make it a special time – do not let any digital devices interfere with this time. Put your phone on silent!

What should we be reading to our children? Take them to the library and show them the array of books in the children’s section and let them choose! Some children really love nonfiction so don’t neglect that. Let them browse through a nonfiction book and let it be more of a question and answer session rather than reading it from cover to cover.

There are many modern children’s authors writing wonderful stories with fantastic illustrations but don’t forget the old fashioned fairy tales. The girls in my class love The Three Little Pigs and Cinderella as much as the children who I taught from past generations did. Alice in Wonderland, Peter Rabbit, Winnie the Pooh – just never go out of style.

Here is my very short suggestion list – there are so many books out there but in my book these are compulsory reading.

AA Milne –Winnie the Pooh

Beatrix Potter – Peter Rabbit + all her other books

Kenneth Graham – The Wind in the Willow

The Brothers Grimm – All their fairy tales

Lewis Carroll – Through the Looking Glass

Ludwig Bemelmans – Madeline

Rudyard Kipling – The Just So Stories

Enid Blyton – The Wishing Chair and The Faraway Tree

I read to my girls at school as often as possible. I read stories that we as Grade One teachers have decided on together as well as books the girls bring that they want to share. We all enjoy the stories. But this is not a substitute for Mom and Dad reading to a child. There is not the same intimacy, bonding and sharing. Start the habit now. If time runs out – leave the homework – Read to your child!

Back in the Classroom – Work, puppies and party time

2013-06-09 | puppy1952

Love is a warm puppy! Two of the little girls in my class have recently each acquired a dachshund puppy. These little cuties co-incidentally came from the same litter. I was delighted to be introduced to the two cuddly bundles last week.

Two cuddly bundles with their proud owners

The most important thing we learn in Grade 1 is Reading. If we don’t grasp this skill all other learning will be seriously compromised. Everything possible is done to improve our reading and writing vocabulary. A good way to revise our reading words is to work on cards based on our Reading Scheme.

Here are the girls busily working at their tasks.

We seem to have lots of May and June birthdays and we had another birthday girl on Friday! And wow were we spoilt – a party pack each and the most beautiful cup cakes! Luckily it was Friday and P.E. for the last part of the day so the sugar high was worked off before home time!

The birthday girl handing out the treats

Things are as busy as ever at school. The older children are busy rehearsing for their Pantomime – Snow White and the Seven Dwarves. As I am the prompt I know its going to be good – so if you haven’t got your tickets – don’t delay and don’t miss out on this hilarious take on an old favourite.

Back in the Classroom – Learning to Read

2013-02-02 | puppy1952

What I just love about Grade 1 is the way they learn to read. How do they learn to read? Each child has a different way – for some it’s visual – for others auditory then again it may be a combination of both – tactile comes into it too. They use picture cues, contextual cues and a dozen other cues. Some children learn easily for others it takes longer and some might even need specialised help. The good news is that almost every child does learn in the end. I try to make each reading lesson fun and so far the girls seem to be enjoying it.

But before a child learns to read she should have had many many stories read to her. Parents and other adults in the child’s life should not stop reading to the child when she begins to learn to read to herself either. She will be gaining so much from having books with richer vocabulary read to her; books she can not yet read to herself. Hearing language builds language. I cannot emphasise enough how important this is. Then when it comes to helping your child at home the key is – no pressure. Do not ask her to sound out a word – or say things like – you know that word – you’ve just read it. It takes time for the new words to sink in. Make the reading session fun – read with your child – tell her the words she gets stuck on then come back to that word later.

Many parents say to me – my child doesn’t really know the words – she is reading the book off by heart. Or If I cover the pictures she can’t read the story. Please, parents – all of this is part of the learning process. Do not cover the pictures – they give important clues as to what is happening in the story. Learning by heart is also part of learning to read – eventually those words will be recognised. Let her read off by heart and then point to random words and see how many she eventually learns to read! Let her work out the word by its position in the sentence. Referencing is also a way that gets that word embedded into her head.

Over the past few weeks we have had fun doing lots of different activities.

We learned a new word – Symmetry – and filled in details on a face.