Junior School Information
Most New Entrant children will enter the guided reading programme at the Emergent Stage.
- To handle books confidently.
- To use book terminology (pages, print, lines, author, illustrator).
- To be able to demonstrate front, back, and spine of book.
- To have correct directional movement: where to start (finding the print)- reading/pointing sweeping left to right, using left page before right, return sweep to a new line, read/point word by word
- To be able to recognise capital/ lower case letters.
- To be able to show a letter in a word
- .To recognise the difference between letters and words.
- To write their own name.
- To be able to recognise some heavy duty or high frequency words.
- To recognise similarities in words / word beginnings etc.
- To use initial letter sound cues e.g. w/wentTo say, hear and record most first and last sounds.
- To recognise/respond to – full stops, commas, exclamation marks, question marks.
- To be able to: listen to stories, retell stories, predict the story line, choose reading as a leisure activity
- Use picture cues.
- To reread the print when it “does not sound right”.
Here are some positive ways in which you could help your child with reading development at this stage …
- Set aside a regular time each night to read to your child and for them to read to you. The bedtime story is the most valuable way to ensure a healthy attitude towards reading. Make this time enjoyable and free from tension.
- Listen to your child as he/she reads to you. Help him/her point to the words.
- Re-read favourite home books, i.e. ‘Cat in the Hat’ – share the reading as your child hears and repeats the language structure.
- Encourage your child to always get his/her mouth ready to form the start of a word e.g. b, bl.
- Encourage your child to gain sense from the story. Resist jumping in and correcting mistakes, but ask questions like: “Does this make sense?” “What can you tell me about …?”
- Initially your child will use the pictures extensively to seek meaning from the print. Don’t deprive them of the picture cues or expect them to recognise individual words.
- Encourage your child to retell a story in his or her own words.Use book language – title, author, pages, words, letters, illustrations etc.
- Make your own experience books … “Our trip on the train” etc.
Have fun and treasure the time together.
The books your child will bring home will have key words repeated in the script:
Your child will still:
- be using pictures to predict text
- finger point..
- …and will start to, and gain confidence in:
- focusing on word after word in sequence
- identifying some words
- using letter/sound links
- re-running a sentence to gain meaning
- becoming aware of capitals and full stops
How can you help your children when they don’t know a word?
- Ask them to go back to the beginning of the sentence.
Read it again
Say the first sound.
- If they get stuck again
Go back to the beginning of the sentence.
Read it again.
Say the first sound, then …
Read on to the end of the sentence.
- Now have a try:
Does it make sense?
Does it look right?
Does it sound right?
- Encourage him/her to ‘have a go’.
- At school we encourage the children to learn through making attempts, even if some are not completely successful. With help they increase their writing skills and come closer to excellence.
- Do not spell out words; rather, ask the child to say the word/words slowly and think what letters they may need to represent the dominant sounds they hear, with particular emphasis on initial sound. We want children to be independent writers.
- Some children entering school do not have any letter knowledge and their first attempt at writing may be what you would see as squiggles.
- If the child has some letter knowledge he/she may show that letters are important in writing, but is not relating letters and sounds yet.
- The five year old begins to record some whole words and approximates letters in unknown words.
- As the child grows in confidence he/she begins to expand his/her ideas and uses several sentences.
- knowledge and strategy learning in number, with children expected to articulate the process used to gain their answers.
- problem solving
- application of mathematics in everyday experiences
- independent discovery
- developing logic, reasoning and patterning
- using concrete materials (including fingers!) to explore mathematical ideas.
- knowing the basic facts