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Welcome to Seatoun School
Outline of Evening Introduction n Senior Leaders n John Western n The day at School n Focus on Reading and Writing n Focus on Maths n Preparation for School n Questions n
Monday Tuesday Wednesday 8: 50 Roll 9: 00 News 9: 15 Fitness 9: 30 Morning Tea 10: 45 Reading/Writing Friday Mathematics 10: 25 Thursday Roll Swimming Roll Hui Poetry Art Maths 12: 35 Library Lunch 1: 30 1: 45 Story Singing Story Buddy Reading 2: 00 Computers Maori PE Handwriting Developmental Topic Reading
Reading and Writing at Seatoun School
Reading n Best single indicator of future reading achievement at school entry is phonological awareness § Gillon(2004); Pressley(2002); Ehri et al (2001); Goswami (2001); Blachman (2000)
Phonological Awareness You can help develop this by; n n n n n Share stories, poems, rhymes and songs daily Listen to sounds around and be able to discriminate them Read alliterative sentences in stories, songs and poems eg Animalia by Graeme Base Have fun with rhyme Share Tongue Twisters Nursery Rhymes Add to their vocabulary Encouraging them to talk in sentences Help them say sounds correctly Be aware of their hearing and vision
Reading n n n 5 year olds want to learn to read Life long process 1 line reader at age 5 compared to at 6 years Reading is for meaning Homework ¨ book ¨ Word cards/rocket ¨ Library ¨ Poetry n New Entrant Pack
I saw flying potatoes.
I went for a walk.
Mathematics at Seatoun School
Mathematics Curriculum Geometry and Measurement Number and Algebra Statistics
Developmental Stage Progression The New Zealand Number Framework
Numeracy Stages n n n n n Emergent One to One Counting Count from one on Materials Count from one by Imaging Advanced Counting Early Additive Part-Whole Advanced Multiplicative Advanced Proportional Counting Strategies Non Counting Strategies
Emergent Can you get me 7 counters from the pile please? Movie Clip 1, 2, 3, 5, 8. . . ? The child can not consistently count a collection of objects.
One to One Counting Can you get me 8 counters from the pile please? 1, 2, 3, 4, 5, 6, 7, 8. The child can count a set of objects up to ten but can’t join and separate sets like 4+3=
Count From One on Materials There are 4 counters and another 3 counters. How many are there altogether? 1, 2, 3, 4, 5, 6, 7. The child solves the problem by using their fingers or other materials and counts from one.
Count From One By Imaging There are 4 counters and another 3 counters. How many are there altogether? Counts in head 1, 2, 3, 4, 5, 6, 7. The child counts all the objects from one by imaging visual patterns of the objects in their mind.
Advanced Counting There are 9 counters under there and another 4 counters under there. How many are there altogether? 9, 10, 11, 12, 13. Counts on The child counts on from the largest number
Early Part-Whole There are 9 counters under there and another 6 counters under there. How many are there altogether? “I know that If I take one off the 6 and put it on the 9 it =10. 10 + 5 = 15” The child is able to partition and recombine numbers
How can parents help? n Developing a child’s knowledge is a key to their success and development in mathematics.
Knowledge Building n Counting (cars, shells on beach, pegs, run around the house, how many steps you walk, count backwards, start from different numbers) n Numbers before and after (Board games, use a numberline, use number cards, write a number down, ladder games, keyboard numbers, using dice) n Identifying numbers (Card games, Letter boxes, number plates, speed signs, how many km to go, number cards, combine numbers) n Ordering numbers (Number cards, write some numbers down) n www. nzmaths. co. nz – families section
Preparing for School n n n n Make sure they can manage their own lunch Dressing and undressing –shoes, clothes toileting Look after their things – named General hygiene Large bag Cover books Phone number and address Encourage giving things a go.
School Visits and the First Day n Two visits ¨ Wednesday 1: 45 - 2: 45 n Meet Susan Kliffen, their class teacher and their buddy n Visit library n Short reading activity ¨ Friday 9. 45 – 11 am n Visit library n Have morning tea with their buddy n Short play Check all enrolment information is at the office. n Come to Room 7 or 8 around 8: 40 am n Meet with Principal n
Once they have started school… Have confidence that your child will settle in and be happy at school n Ensure children are in bed early n Provide warm clothes for school n Establish regular time for reading n Read notices from their book-bag n Share with your child’s teacher information about your child’s life. n
Year 0 and Year 1 n n n n We differentiate our programme, we don’t teach to the middle! In any one class, students are at a real range of stages (academic, social, sporting etc. ) If child starts in Term 1, then classified as a Year 1 If child starts in Term 2, 3 or 4 – classified as Year 0 They do not ‘repeat’ a programme (in any year) We celebrate what children can do and support them to achieve their next learning steps Learning is like a spiral – we revisit/consolidate what has previously been learnt and build on this prior knowledge
We look forward to working with you to make your child’s transition to school a positive experience