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Big Write and Talk Homework
All learning spaces from Years 1-6 will now have completed one to two 'Big Writes'. As part of the ‘Big Write’ approach, students will be given ‘Talk Homework’. The idea of 'Big Write' and 'Talk Homework' is; ‘if the children can’t say it, they can’t write it’. We need to encourage the development of oral language and listening skills in order to develop children’s writing ability. Talk Homework is an approach developed through 'Big Write' that promotes the development of such conversations.
Your child will come home with a new stimulus prior to each 'Big Write'. It looks a little different to what we have sent home in the past, but the new format has been designed to stimulate 'talk' rather than writing. This may arrive home on different days depending on when 'Big Write' is going to take place in the week. This will inform you of the topic to discuss with your child in order to help them with the content of their writing the following day. The ‘Big Write’ is a celebration time. It is their chance to ‘show off’ how much they have learnt during the week in Literacy; it is not, and should not, be seen as a test.
To help your child get the most out of their ‘talk homework’ task, we suggest that you try to do the following:
Encourage as many family members as possible to be involved in ‘Talk Homework’, possibly around the meal table, clearing up after the meal, at bedtime after a story etc.
Switch off the T.V. and other electronic devices, so there are no distractions! Try to ensure this is dedicated talking and listening time. It only needs to be 10-15mins.
When giving your opinion, use the word ‘because’ to explain why you think that.
Give the possible opinions or ideas of two contrasting family members who are not present for the talk, and use the word ‘because’ to explain why they may be different or extend ideas with details and explanations.
Ask others around the table to give their opinions or ideas in detail.
Ask your child his / her opinion or ideas encouraging them to give details and borrow ideas or language from other family members as they see fit.
If you require any support or clarification about how to conduct ‘Talk Homework’, please contact your child’s class teacher.
The following video is an example of "Talk Homework". We look forward to sharing some of our own "Talk Homework" videos in the future.
https://www.youtube.com/watch?v=OqaLm1Y9TFQ&feature=emb_logo
Mathematics Support Booklets
Please find attached.
Word Study Work (Spelling)
Throughout Term 1, students in Years 2-6 have been revising letters of the alphabet (graphemes) and their associated sounds (phonemes), in conjunction with specific strategies to support students in the acquisition of knowledge around encoding words for spelling. Whilst the sequence in which the graphemes/phonemes are introduced are the same across all year groups, the learning and extension that takes place within every learning space is quite different. The pace at which they do this is also dependent on the learners in each space.
Embedded within the sequence of sounds is a strategic grammar focus each week. Aligning with each sound of the day, students may be asked to create sentences that start with a noun/verb/adverb etc that begins with that sound. For example, if learning the ‘s’ sound and the grammar focus is verbs, students may be required to brainstorm verbs that begin with ‘s’ and use it to start a sentence (the sentence could also include other ‘s’ words) Sneaking through the forest, I managed to not be seen by the wolves.
Of particular focus, is the role of vowels within our language. Remember "V Power" - there is a vowel in every syllable and a verb in every sentence. There is a relentless daily focus on consonants and vowels, syllables and particular strategies to assist with spelling.
Please find below a PDF with the sequence of sounds and specific strategies aligned with these. There are also some simple suggestions for how you might like to review these at home.