Foundation

Literacy

In Literacy we have now introduced the digraphs ck, ch, sh, tch and th. We have spoken about the spelling rules of when to use this digraphs and completed a range of activities to consolidate students learning. 

Within reading, we have been exploring inferring with the students with a particular focus on inferring emotions. Students have been looking for clues in the text to help understand how a character feels in different parts of the text and why. 

In Writing we have continued with our narrative exploration. Students have enjoyed writing the problem and solution to story starters and being creative with their ideas. As well as recording words containing the digraphs that we have explicitly taught. 

Numeracy

During Numeracy sessions we have developed our knowledge of Measurement. We have discussed a range of strategies to measure classroom objects (books, pencils etc). We use pan scales to compare mass and hefting to identify what item is heavier or lighter.

This week we have started discussions about collecting and interpreting data. We answered questions that has 2 answers (yes or no) e.g. Do you like pizza?,  Can you ride a bike? Students have been working on interpreting the data collected and creating graphs with their own data.

Inquiry/S.E.L.

During Inquiry sessions, students have worked hard to connect Cooperation to our school value of Learning Together. Students were able to speak kindly, take turns and share in order to play games involving teams or partners.

Students have been learning about Empathy. We have worked on identifying how to be a helper at home and at school. Students identified ways to be a helper at home and chose 1 thing they would do to be a secret helper.

Students also discussed what happens to them (their body) when they feel happy or sad and what things cause them to feel this way. in their journal, students identified something that makes them happy and sad.

Our Fairytale Fiasco Incursion will now be on Monday the 7th of October, the first day of Term 4.

• School begins at 8:35am. Please ensure your child is at school on time as they will miss out on crucial social and learning opportunities. Children who come after the 8:50am bell must go to the front office to be marked as a late arrival.
• School finishes at 3pm sharp. Please ensure there is a parent or guardian present at pick up at the correct door (Prep A - front door, Prep B - Go through the breeze way to the playground side door) as some students are waiting for extended periods of time.
• Homework goes home on Mondays and comes back to school on Fridays.
• Families are welcome to come to our cohort and school assemblies on Fridays at 2:30. Cohort assemblies are held in the large Grade 1/2 space (through the blue door), and the school assemblies will be held outside under the COLA (unless otherwise advised).
• As the weather is becoming cooler, students are encouraged to bring/wear warm coats/jackets, mittens/gloves, beanies or earmuffs outside. Please ensure all clothing items are labelled.
• Personal toys to play with at school are discouraged. This is to ensure that any items that may be special to your child are not broken or lost during play. On occasion there have been times where toys have been misplaced or damaged. We do not with for this to happen to your child's precious items.
• Please ensure your child has a piece of fruit, a snack, and lunch as well as a water bottle.
• Lunch orders - Please ensure all lunch orders are placed in the lunch order basket at the beginning of the day. Occasionally, students have forgotten to place lunch orders in the basket and have had an emergency lunch provided.
• Keep up the positive after-school routines (homework, dinner conversations, bedtime).
• Don't forget - School begins at 8:35am daily. Students that attend after 8:50am will need to sign in at the office.

Things you can work on at home:

• Letter and sound recognition (recognising upper and lowercase letters and their most common sound) for all letters of the alphabet.
• Heart word recognition (recognising explicitly taught words) - My, my, The, the, I, Me, me, like, can, to, so, go, was, we, she, he, do, of, are, too, for, her, see, say, day, into, you.
• Reading a shared book every night focusing on concepts of print (identifying the front cover, a word, a letter, 1:1 finger pointing, talking about the story and using specific vocabulary)
• Fine motor activities – using playdoh, cutting, threading – to strengthen hand muscles
• Build and write taught CV (consonant vowel) no, go, do, to, VC (vowel consonant), is, am on, up, and CVC (consonant vowel consonant) words, cat, met, top, pit, nut etc
• Having nightly dinner conversations with the family (talk about the day)
• Have your child help out in the kitchen by measuring ingredients when you are making meals, and counting items that are going in the basket at the shops. This will assist in developing counting skills
• Look at some of the information provided under the Literacy, Numeracy and SEL/Inquiry headings and review these tasks to reinforce learning.