Students have been working hard this term. This month, we have focused on writing. We have moved on from paragraphs to personal narrative. Students wrote a story about a memory and also presented information about family traditions.
It was a busy November and we ended it by celebrating the birthday of Guru Nanak. We had a delicious lunch with our Kindergarten buddies! I’d like to give a big thanks to the parents and community members who made and served the lunch! It was delicious!
We have had a great start to the year. Students have been working hard and I am looking forward to our field trip tomorrow!
January has flown by quickly! We had hip hop classes and a performance, a drama lesson, and we are continuing to work on the school mural. We are exploring elements of fairy tales and working toward writing individual fractured fairy tales. In art, we examined some sculptures from the Burnaby Art Gallery and we are creating our own works of art!
Literacy week begins on Monday, please read the newsletter coming home today!
Thanks to all the parents who were able to drive and help with skating!
We made beautiful oil pastel owls! (Don’t worry they will come home soon!)
On Monday, we visited the George Derby Centre to place Canadian flags on their lawn. We met a World War 2 veteran and some RCMP officers.
Please remember to take a moment of silence on Nov. 11th at 11:00.
I came across this information on the Scholastic website. These are great ways to help your child when they are reading. You can find the original post here.
“It is expected that children this age will struggle at times in applying letter-sound understanding to actual words in a real story.”
Instead of simply telling him to “sound it out,” try these tricks:
- Say nothing. Give her a chance to figure it out.
- Say, “Look at the picture.”
- Say, “Let’s get the first sound.”
- Say, “What would make sense?” Even if he gets the wrong word, you can say “Yes, it’s a kind of house, but the author chose a different word. Look at the first letter and see if you can get it now.”
- Say, “Chunk it.” Are there smaller words in the bigger ones (e.g., ‘going’ has the word ‘go’ in it)?
- Say, “Let’s reread.” Before you tell your child the word, see if he can re-read the sentence and get it with a “running start.”
- Say, “Close your eyes. Now look again.” Have him close his eyes, open them, and see if his brain can just “get” the word as a sight word, without trying to sound it out.
- Say, “Say it like a word.” Decoding will only take you so far. If you know how to make the sounds come together like a word you know, it makes reading so much easier. It’s not about saying the sounds faster; it’s about saying them like a word. Country can be sounded out as “cow-n-try” or “count” “try.” But if they “say it like a word,” they are more likely to get to country. You can use a slinky to help them literally “see” what it looks like when they say stretched out sounds. Have them collapse the slinky as they “say it like a word.”
- Skip the word and come back when they have the context of the sentence (be sure they do).
- Look at word families. If your child knows ‘at’, they will more easily be able to identify ‘hat.’
- Get the main word first, then add on prefixes or suffixes. You can use your finger to cover up parts of the word while your child gets the main word.
- Tell them the word. You do not want to hinder the comprehension of a story by belaboring a single word. Instead, give your child the word and have her re-read the sentence so that the word sticks in her mind for the next time she encounters it!
If your child misreads a word:
- Does it matter? Saying ‘house’ instead of ‘home’ or misreading a character’s name won’t change the meaning of the story. Let it go.
Tell her to:
- “Check it:” Does it look right, sound right, make sense?
- “Make a picture in your head.” What word doesn’t fit?”
- “Flex it.” This is the way to tell your child to try the other sound the letter makes (e.g., long vs short a, or ‘j’ for g, as in giraffe).
- “Does it fit the picture/story?”
- “Does that sound like a word you know? Say it like a word.”
- “What is happening here and how does this sentence fit in?”
To facilitate comprehension/thinking strategies, have your child:
- Ask a question about what he has already read (to themselves, or to you).
- Infer what is going on or might happen, based on what they already know and what they have read.
- Make a connection:
- Make a text-to-text connection where he relates this book to another he has read.
- Make a text-to-world connection where he relates the book to an experience going on in our world (e.g., truffula trees being chopped down and our own struggles with deforestation).
- Make a text-to-self connection where he relates the book to himseld or an experience he has had (e.g., remembering a time he was not listened to, even when he knew better than the other person).
- Visualize: Encourage your child to create a mental image or play the scene like a movie in her head
- Evaluate: Determine the importance of characters, events, or details.
- Synthesize information means taking information you learn along the way and combining it with the information you know.
- Other tips:
- Make a prediction.
- Take the character’s perspective or relate to the character’s feeling.
- Read it like a sentence. If your child reads haltingly, have them re-read the same sentence to get the fluency (and confidence!) aspect of reading. It’s hard to comprehend disjointed sentences.
We will be spending the day at Robert Burnaby Park.
Students may bring water blasters/pails.
Please bring a bathing suit and change of clothes if you plan to get wet! (Also a hat and sunscreen)
Don’t forget a bagged lunch and snacks!