In the pursuit of life-long learning at New Gisborne Primary School we value: · Respect and Integrity in all dealings with others. · Providing the skills and knowledge to become life- long learners · Using initiative and taking responsibility for actions · Effective partnerships between teachers, students and parents and the broader community · Setting high expectations and striving for excellence while recognising, understanding and catering for a diversity of needs across the school School Values
Small group reading involves groups of 5 to 6 students who are all reading at about the same level and/or have similar reading goals. It’s most commonly referred to as Guided Reading where all the children have a copy of the same book.
The teacher and students have a discussion at the beginning of the session about the book. This includes discussing the front cover, title, picture and making predictions.
After the reading session there is a follow up activity to extend the children's reading.
An example would be for the students to un-jumble a sentence from the book, match the sentence with the picture etc.
Is when we focus on the concepts of print such as reading from left to right, learning to identify letters, words and sentences and the purpose of punctuation. This is where we model the following reading goals.
Children will write most confidently about what they know - such as reflecting on personal experiences or making lists.
Formal Guided Writing sessions assist children to learn the mechanics of writing – recording sounds as letters, learning the concepts of print such as left to right, spaces between words and basic punctuation.
‘ Have a go’ writing is very important for early writers. Children need a LOTS of practice learning the written symbols.
As the children build their skills they will have their attention drawn to words they are using frequently so they can learn common letter patterns and correct spelling of common words.
Frequently used words are kept in books and on charts for reference.
When children are ready they are taught formal spelling strategies such as ‘taking a mind photo’, stretching out the word to hear the sounds, checking lists and previous stories.
Over the course of the average week the children can take part in a range of writing activities such as: Guided writing. Handwriting – formal teaching of letter formation. Reflective or journal writing – eg; ‘On the weekend...’ Creative writing – as they develop confidence children are encouraged to make up some of their own stories. These begin verbally, perhaps with picture props the progress to written records.
The goal of the writing activity needs to be clear – if it is a creative writing session, then half a page or more of wonderfully vibrant ideas are more important than a short correctly spelt sentence. Simple dictation is an important part of early writing experiences – children may have a focus sentence they work on over the week (eg; I can see a..., Look at the ...) Children are given oral then written opportunities to reflect on stories they have heard, identifying the main characters and the setting and the main parts of the story.
8 Count to 8 Write 8 Recognise models of 8 Make a collection of 8 8th eight 1 2 3 4 5 6 7 8 9 10 4 + 4 10 – 2 7 + 1 9 – 1 2 4 6 8
We reinforce our ‘You Can Do It’ program, especially ‘Resilience’ throughout our day at school. It is important to teach the children to bounce back from minor set backs and not let the little things upset us.
We can do this by teaching the children independence, which is as simple as letting them carry, pack and unpack their own bags!