Year 1 - Week 5
Newsletters
Week 5
Dear Parents,
A few issues have been raised regarding Year 1.
Reading Tasks:
Through the students recording their reading on Seesaw I was attempting to support their reading development by giving them a means of hearing their own reading. If you look below at the Literacy Continuum clusters the students must develop a number of skills with their reading. Unfortunately feedback from some parents has indicated the See-Saw reading is not assisting, so I will cease this activity for the time being.
5th Cluster Reading Texts
• Reads texts with varied sentence patterns and several lines of text per page.
• Demonstrates increased fluency by recognising and decoding words automatically when reading familiar texts.
• Recognises when meaning is disrupted and attempts to self-correct when reading.
• Reads fluently and accurately with attention to punctuation.
6th Cluster Reading Texts
Self-corrects when meaning is disrupted, e.g. by pausing, repeating words and phrases, rereading and reading on.
• Reads aloud with fluency and phrasing, adjusting pace, volume, pitch and pronunciation to enhance meaning and expression (RR level 16–18).
A reminder that bags should not be brought into the classroom before school. Bags need to be taken to the COLA of a morning. Notes and money can be dropped in before school in the letterbox. On Mondays bank books should be dropped at the office before 9am.
It would be appreciated if parents did not accompany children into class in the morning. In Year 1 we are trying to establish morning routines, with children taking responsibility for their belongings.
Parent helpers are most welcome to listen to individual children read first thing of a morning. This task will be completed in the corridor as the extra noise can be unsettling in the classroom.
There is still concern about home reading. Once again I reiterate that this should be fun. The last thing that is needed is for children to hate reading. Home readers should be easy. If your child is struggling it means the level is too hard. In Year 1 home readers are unfamiliar. In Kindergarten children read the books three or four times before they took them home, the result being fluent reading. From next week I will trial home readers being brought to school every day to be exchanged.
Regards, Kerrie