Shared Reading fun in Year One!

During our morning routine all the children in Year One participate in shared reading sessions.  Essentially this involves myself reading aloud while children follow along and join in where possible.

A variety of big books are used which enables myself to point out words as I read using a special pointer which helps the children learn the various concepts of print. This includes directionality, one to one correspondence between spoken and written word and helps children to learn some simple punctuation such as capital letters, full stops, commas or speech marks. It also helps children improve their active listening skills and provides a platform to develop comprehension strategies to understand what is being read.

In the first few weeks of school, our class read a book called Baaboom! This book followed a small chicken and a Big Bull who bullied the chicken and took her balloon away from her.  He blew it up so big that eventually he went…..’Baabooom!’. This shared reading experience enabled us to use our skills that we had learnt from the story to create a piece of work to show their understanding.  We acted out the story using masks and some children had a chance to be a character from the book, which was very exciting! We also related our story back to real life experiences and had a balloon race – being careful not to make our balloon go ‘Baabooom!’. It was down to Lachlan and Annabelle in the balloon race and it was Lachlan that took out the top prize!

In Year One we want to create a positive attitude toward reading and in turn produce a community of confident readers who share and discuss their ideas with you, the parents. I have included some photos of our learning for you to enjoy!

Thank you for your support!

Miss Prowse

Baptism Photos, candles or clothes

Dear Year One Parents,

I hope you had a restful weekend and ready for the new week!

As apart of our Religious Education Program we have been talking and learning about the Sacrament of Baptism. Through Baptism, those being Baptised become members of God’s family, the Church.

You might like to talk to your child about:

-     -   What happened on their Baptism day

-      -  Who their God parents are and why they were chosen

-     -   Who else was present at their Baptsim

-       - Any photos, memories or video commemorating the event

We would love to see one or more of your child’s Baptismal photos to bring in and display in the class. If you can make a copy of the pictures that would be fantastic but if this is not possible, you can bring in your photos in an envelope with your family name on the back and I can make a copy for our display.

If you have their Baptismal clothes or candles your child is more than welcome to bring it in to share with the class.

If your child has not been Baptised, you might like to send a photograph of your child as a baby or one taken with friends celebrating a special occasion. Please take this opportunity to reinforce to your child that they are loved by God.

Thank you again for your support.

Miss Monique Prowse

Diana Rigg PD

On Monday the 16^th of February, the staff of OLC attended a full day of Professional Development with Diana Rigg from PLD (Promoting Literacy Development). Diana Rigg is an experienced teacher and a qualified Speech Therapist.  She has an Occupational Therapist in her planning team.   Diana presented a structured approach to the implementation of a Whole School Spelling Plan. The decision to adopt PLD on a whole school basis was made after observing the strong progress of children using this programme over the last two years in Years One and Two. 

Below are extracts from the PLD home page which explain the underlying philosophy of this approach.

It outlines not only the importance of the school curriculum but stresses the vital role that parents have in the development of a child’s oral language which in turn effects their overall literacy development.

Literacy involves more than just recognising words on a page. To be truly literate - and to have the capability of excelling in every part of life - students must be able to speak well, interpret what they're hearing and transfer all of this to the written language. It's this three pronged focus that sets PLD Learning Resources apart. Importantly, it's a strategic approach guaranteeing the best results for the children in your care. Only when skills in all three skill set areas have been sufficiently acquired, will a student's literacy-learning based outcomes be maximised.

The three components of the PLD Learning Resources Skills Set Approach to Literacy are:

·       Oral Language Skills

·       Movement and Motor Skills

·       Spelling and Decoding Skills

Skill Set 1 – Oral Language

Oral language refers to the act of speaking and listening. The main components for the oral language skill set include:

·       Word knowledge - vocabulary

·       Sentence structure – grammar

·       Language understanding – semantic and comprehension ability

·       Structured thinking – elaborate, organise and sequence thoughts

The way people speak forms the basis for their written language ability. Limited vocabulary and short, basic sentences are indicators of literacy problems. A student's written language is only as strong as their oral language ability. To maximise literacy potential, oral language skills must be addressed.

Comprehension and narrative skills are critical to the Oral Language skill set. When a student possesses sufficient narrative ability they are able to hear a story, describe what was heard, and retell the story with sufficient detail. In addition, the instruction of narrative ability facilitates children's transition from conversational language to the formal academic form of language required for writing and educational success.

Facts about the importance of oral language skills and literacy

An incredibly strong link between oral language and literacy has been established. Some interesting facts both parents and educators should know:

1.    Children will have difficulty with written tasks if they have difficulty expressing themselves verbally. RESULT: Under performance or, possibly, a learning difficulty

2.    Children will have reduced reading comprehension if they have difficulty following instructions and understanding the deeper themes contained in picture books or stories. RESULT: Under performance, inefficient coping strategies like rereading in order to comprehend a text, or, possibly, a learning difficulty.

  

Summary

While poor oral language skills do not prevent children from reading, the long-term impact is disturbing. By middle primary school, when both the curriculum and reading material increase in difficulty, a significant number of students fail to keep up with the demands of the curriculum because they have poorly developed language skills.

Skill Set 2 – Motor and Movement

Perceptual motor refers to a person's ability to hear something, interpret the meaning, and form an appropriate response. Importantly, the way a child organises their body and uses their muscles to respond to what they hear is a big part of overall literacy. The term perceptual motor has two parts:

·       Perceptual – input or receiving

·       Motor – output or responding

Often the required response is a physical output. A classic example is the ability to take a written test where all the questions are posed verbally by the teacher. Perceptual motor focuses on the physical skills which form the foundation for many classroom activities including:

·       Proper grip on a pencil

·       using scissors properly

·       cutting

·       letter formation

·       handwriting

Signs of problems

1.    A poor pencil grip, handwriting fatigue along with difficulties forming letters, drawing, cutting and pasting are all signs of poor fine motor skills. CLUE: Slow and reduced work output

2.    Difficulty sitting in a chair properly, trouble with activities involving a ball, and balance problems indicate poor gross motor skills. CLUE: General clumsiness, stumbling, tripping, awkwardness in sporting activities, and limited attention in the classroom

3.    Poor formation of letters, difficulty with spacing of words, reversing letters, or trouble copying words from the board point to perceptual difficulties. CLUE: Difficulty remembering or completing a series of tasks even if they seem to understand the verbal instructions

Summary

It may not seem obvious but how a child moves and organises his physical body is an important part of literacy. Young students with adequate perceptual motor skills have improved coordination, increased body awareness, stronger intellectual skills and a more positive self-image.

Skill Set 3 – Spelling & Decoding or Literacy

The ability to read and write is the hallmark of any literacy program. With respect to PLD Learning Resources, literacy is the 3rd dimension involved in achieving this goal.

By addressing oral language and perceptual motor skills first, all obstacles are removed so your child has the greatest chance of success.

Literacy involves skills related to reading, spelling, phonics and rhyming words.

Why a Skill Set Approach?

Literacy involves more than just recognising words on a page. To be truly literate - and to have the capability of excelling in every part of life - students must be able to speak well, interpret what they're hearing and transfer all of this to the written language. It's this three pronged focus that sets PLD Learning Resources apart. Importantly, it's a strategic approach guaranteeing the best results for the children in your care. Only when all three skill sets are mastered is true academic success achieved.

Advantages to a Skills Set approach to literacy

Sometimes the best way to explain a concept is to give examples. When the three skill sets are viewed in relationship with each other, the strategy becomes clear.

1.    A 5-year-old girl is happy to set at a table and carefully colour-in (Skill Set 2 – Perceptual Motor). She is able to read (Skill Set 3) but she is shy, reluctant to speak up at school and has trouble following instructions. PREDICTION: Even though she read at an early age, she will likely under-perform as she gets older unless her oral language skills are boosted otherwise. Her reading comprehension will suffer and her written output will be average, at best.

2.    A 5-year-old boy speaks very well (Skill Set 1 – Oral Language) but has poor motor skills (Skill Set 2 – Perceptual Motor). PREDICTION: He will have trouble sitting, listening, and with the fine motor demands of learning, particularly in the area of handwriting. Even though he is fully aware of what he would like to write, the motor skills weakness mean his ideas and thoughts will translate poorly into writing.

3.    A student in Year 1 can read (Skill Set 3 – Literacy) and speaks very well (Skill Set 1 – Oral Language) but her letter formation is poor and laboured. She is unable to read back her own attempts at writing. PREDICTION: The student becomes frustrated, resists writing, and produces a reduced quantity of writing in comparison to her peers.

4.    An 8-year-old student has adequate handwriting (Skill Set 2 – Perceptual Motor) and is able to spell (Skill Set 3 – Literacy) but has poor language skills. PREDICTION: He is unable to independently follow instructions, participate in class discussions or organise his ideas for written tasks. The underdeveloped oral language skills result in overall reduced curriculum performance in most subjects.

Summary

Trying to develop literacy skills without the necessary oral language and perceptual motor skills will result in frustration for the child, parents and educators. Early reading is not an indicator of future success in the classroom. As a child matures, more and more skills are required to work in unison. By adopting an integrated Skills Set approach to literacy, not only will the student achieve maximum literacy potential, but everyone involved will have a more positive and productive experience.

PLD website:

http://www.pld-literacy.org/About-PLD-Teaching-Resources.html

News Plan copies

Year One News Plan 

So far this week, News has been a blast. The whole class has enjoyed having their time to speak or listen attentively when others are talking. As mentioned previously, I have made a link for the News Plans if they go MIA. I will give the students a new News Plan each week but this is a 'just in case' precaution.  Please highlight and copy the below address into your browser to access and print off a News Plan if you need. 

I Hope you have a lovely night.

Miss Prowse 


https://docs.google.com/document/d/1Z8FD7HngT322D_sMqz_nMWctrWaKCy1IxzTqIScVYZY/pub

Learning Mathematics through hands on activities!

In Year One, we do lots of hands on learning, this provides us with many opportunities to experiment and make meaning from the concepts we have learnt. We participated in lots of hands on activities over the last couple of weeks and we have had lots of fun discovering and learning in a safe and supportive environment.

Here is a snap shot of one of our Math sessions:

Some more information about hands on learning:

Research has proven that students who are taught using hands-on teaching methods with manipulatives outperform those who are not. It is true for many subjects but most documented in mathematics as acquisition of early math knowledge and skills is the most important predictor not only for later math achievement but also for achievement in other content areas (Amy Claessens, The University of Chicago and Mimi Engel, Vanderbilt University, 2013).

Math is often thought of as a subject that relies on memorization of facts and practicing skills, but the true test of success in mathematics comes when a student must figure out an answer but can’t remember a fact, or has forgotten a skill. Hands-on learning drives authentic understanding and application versus memorization algorithms, or “tricks.” Students who use manipulatives create physical evidence of thinking and reasoning, solve problems, and make sense of mathematical ideas.