UPPER SWAN PRIMARY SCHOOL SUPPORT PACKAGE YEAR PP We are often asked by parents, “What does my child need to know by the end of Year…” Well, to help parents get a better understanding, we have stipulated the core skills in our most important learning areas. The pages within this package contain: The core basic skills and knowledge students are expected to achieve by the end of their current school year in Maths and English. Advice on how to run an effective home reading program A “100 counting” chart A chart of the font used for handwriting Ideas and resources for when your child wants a bit of extra homework that can be done using ICT The list of Maths and English skills are the main core skills and do not represent everything that teachers cover in class over the year. The entire package, along with supporting activities will be placed on our school website, so you can always find it.
Welcome message from author
This document is posted to help you gain knowledge. Please leave a comment to let me know what you think about it! Share it to your friends and learn new things together.
Transcript
UPPER SWAN PRIMARY SCHOOL
SUPPORT PACKAGE
YEAR PP
We are often asked by parents, “What does my child need to know by the end of Year…”
Well, to help parents get a better understanding, we have stipulated the core skills in our most important learning areas.
The pages within this package contain:
The core basic skills and knowledge students are expected to achieve by the end of their current school year in Maths and English.
Advice on how to run an effective home reading program A “100 counting” chart A chart of the font used for handwriting Ideas and resources for when your child wants a bit of extra homework that can be
done using ICT
The list of Maths and English skills are the main core skills and do not represent everything that teachers cover in class over the year.
The entire package, along with supporting activities will be placed on our school website, so you can always find it.
www.upperswanps.wa.edu.au
Core English Skills Foundation:
Speaking & Listening:
Listening and speaking behaviours – speak clearly, eye contact, listen quietly, ask questions and make comments.
Make short oral presentations of a few related sentences on familiar topics (e.g. telling news).
Ask and respond to who, what, when, where why and how questions.
Phonological Awareness:
Identify all letter sounds and names of the alphabet. Identify initial, medial and final sounds in words. Identity, match and generate words that rhyme. Know how many words are in a spoken sentence. Break words into syllables.
Reading:
After reading a text retell the main ideas in order. Know about the features of books – cover, spine, title, author and illustrator. Read short predictable texts using strategies such as
o Pointing under each word as they reado referring to pictureso Reading left to right and top to bottom.o Sounding out
Listen to a variety of texts read by an adult. Identify common diagraph letter combinations (e.g. ‘ai’ as in rain). Identify some two-letter blends at the start of words (e.g. st as in stand) Know the purpose of capital letters, full stops, question marks and speech
marks.
Writing:
o Writes short texts such as recounts and lists.o Plan writing by discussing ideas or drawing pictures on a planning
framework.o Use a variety of sentence starters.o Uses correct letter formation
Punctuation:
Writes a simple sentence with spaces between words. Experiments with punctuation such as full stops, capital letters for
names and sentence beginnings.
Spelling and Sight words:
Attempts to spell words by sounding out and using resources in the room, like word charts.
Recognises and attempts to spell words from the Pre-Primary Word List.
Core Numeracy Skills Foundation:
Number:
Counting
Count, read, write and say numbers up to at least 20. Count forwards and backwards from any number up to 20. Connect number names, numerals and quantities initially up to 10 and then
beyond. Subitise small collections of objects.
Addition and Subtraction: Solve simple addition and subtraction problems using strategies such as
o Using concrete materials (e.g. counters)o Number lineso Drawing pictures of quantities
Patterns Copy, continue and create patterns. Sort and classify familiar objects.
Measurement and Geometry:
Shape Sort, describe and name familiar two-dimensional shapes and three-
dimensional objects in the environment.
Location: Describe position and movement (e.g. forwards, backwards and up/down).
Measurement Measure and compare;
o length (shorter/longer)o volume (holds more/less)o mass (heavier/lighter)
Time;o Connect days of the week to events and actions.o Use time language to describe daily routine.
HOW TO RUN A GOOD HOME READING PROGRAM (EARLY CHILDHOOD)
How to Run a Good Home Reading Program Reading at home is an important part of developing your child’s reading skills. It provides students with additional practise in comprehending texts. There are many ways that you can help your child build their confidence and develop stronger reading skills.
In Year One it is recommended that your child should complete fifteen minutes of homework per night, of which this should include ten minutes of reading and five minutes of spelling.
Outlined below is an example of a quick and easy Home Reading program that you can engage in with your child. It should not take any longer than ten minutes a night.
Each week your child selects a text of interest and one that they can read independently. This text will remain the same for the entire week. Research has proven that is better to develop and consolidate skills focussing on one text a week rather than reading a different text every night of the week.
Tips:
Encourage your child and tell them that they are doing a great job.
Give your child time to work out difficult words.
If they make a mistake say, “Are you sure about that?” and ask them to re-read the word.
Help your child sound out the words using their phonetic knowledge such as ‘c and h makes the sound ch’, don’t just tell them what it is.
Below are some questions to help guide your home reading.
Before During After
What story clues are in the title and pictures?
Is this story real or make believe? How do I know?
If the text is real, what will I learn?
What will the main character need or want?
Why do I want to read this story?
How do I picture the setting?
What will happen next in the story?
How do I feel about the main character?
Why does the character act or feel a certain way?
Does the story make sense?
How will the story most likely end?
How does this story or text remind me of my life?
How did the story make me feel?
What do I like or dislike about the story?
What is the main part of the story?
How have my feelings about the character changed?
How are the characters feelings or actions different at the end of the story?
What is the author trying to tell me?
HANDWRITING STYLE
South Australian Print
Aa Bb Cc Dd Ee
Numbers to 100!Use this chart to discuss counting and number patterns with your child.
South Australian Print
Aa Bb Cc Dd Ee
1 2 3 4 5 6 7 8 9 1011 12 13 14 15 16 17 18 19 2021 22 23 24 25 26 27 28 29 3031 32 33 34 35 36 37 38 39 4041 42 43 44 45 46 47 48 49 5051 52 53 54 55 56 57 58 59 6061 62 63 64 65 66 67 68 69 7071 72 73 74 75 76 77 78 79 8081 82 83 84 85 86 87 88 89 9091 92 93 94 95 96 97 98 99 100
Mathletics: Every student at Upper Swan PS has a password for Mathletics, see your teacher or phone the school if you do not have this information:
www.mathletics.com.au
Username: __________________________ Password: __________________
Related Documents
