Music Generation

Exploring Capacity

Weigh to Go!

Floating and Sinking

St. Valentine’s Day Hearts

Happy Chinese New Year!

In First and Second Class we made Chinese Zodiac Frames to celebrate the Chinese New Year which is tomorrow 28th January.  2017 is the Year of the Rooster.  Those born in the year of the rooster are very punctual, just like an actual rooster that crows and wakes people up in the morning.  They are bright, ambitious and pretty or handsome people.  They can sometimes be very enthusiastic about things before getting easily bored.  The rooster is a Chinese symbol for getting rid of evil spirits. 

2008 is the Year of the Rat. Those born in the year of the rat are instinctive, alert and sharp.  They are very sociable and popular with others but can be stubborn and picky at times.

2009 is the Year of the Ox.  The ox symbolises hard work, honesty and simplicity.   Those born under the year of the Ox always take the time to think before acting and are not easily swayed in their decisions.

2010 is the Year of the Tiger.  Those born in the year of the tiger are confident, independent and brave.  They are the symbol of power and find it easy to win the trust of others.     

Fun with Tens and Units

Snowmen

Shared Reading

Dear Parents,

1st and 2nd class are starting Shared Reading this week 16th January 2017.  Below, please find some tips to help you and your child enjoy Shared Reading.

The main aim of the Shared-Reading programme is to foster an enjoyment of reading and to provide opportunities for the children to become familiar with books, letters and words. As the children begin to read more and more books, they will be getting fewer words to practise at home as they will pick up the words more easily from seeing them in context.

Pre -Reading Activities:
Encourage your child to predict what they think the book will be about by using the title and cover illustrations as clues. They might like to scan through the pictures before they start reading, to spark interest in the story.
What do you think this story will be about?
I see a (dog) on the cover. Have you ever read a story about a (dog) before?
Take a look at the pictures. Can you pretend to be the author and make up the story as you turn each page? (Looking at just the pictures, not the words)

We are working on identifying the different parts of the book and getting the children to think about left-right orientation. Some focus questions could be:

Show me the front/back cover.
Show me the spine of the book.
Where is the barcode? Why do books have barcodes?
Where is the title?
Point to the illustration.
What is the first word that we should read?
Can you point to the very last word on the page?
Where is the full-stop?

During-Reading Activities:
While reading, the focus should be on enjoyment and comprehension. Reading fluently and not stopping to ask too many questions is key. If your child is stuck on a word, encourage him/her to look at the picture and make a guess at what the word might be.

 

After-Reading Activities:

  • Did you enjoy this book?
  • Do you remember what happened at the beginning/end of the story?
  • Are there any characters in this book?
  • Were any of your predictions correct?
  • Did this story remind you of any other stories that we have read?
  • Can you think of a time when something happened in your life that was similar to what happened in this story?

If it is a non-fiction book, your child could see of any of the objects mentioned are in their house or discuss a time when they have come across these objects before.

Word/letter identification activities could include asking your child to select a favourite page and then using this page in the following ways:
Ask him/her to point to specific words such as ‘the, it, is, in, look, a, see, at’.
Make a letter sound and ask him to find the letter on the page that makes for you to find.
Name a letter and ask him/her to find that letter. This can also be reversed.
Ask him/her to read words in isolation to assess whether or not he knows them or is just relying on the repetitive nature of the text to read.

If time permits, your child might like to draw a picture of their favourite part in the story. In school we are learning to add details to our drawings. You might like to chat to your child about including all body parts if they are drawing people. They might like to add details such as trees, grass, birds, etc. as they see fit. We have also been practising making some pre-writing patterns. These can be revised by asking your child to draw a zig-zag/loop the loop/bunny hop border to finish off their drawing.

Most importantly, enjoy sharing these books with your child! Beginning to read is an exciting stage in a child’s life and we hope that you enjoy the experience too.

Thanking you,

Mrs Meeneghan

Literacy Lift-Off

Literacy Lift-Off is in full swing in Mrs Meeneghan’s first and second class.  Literacy Lift-Off is an intensive programme which gives the children lots of opportunities to read books at their own level of competency and gradually lift the complexity of what they can do both in reading and writing.  The programme uses specially graded “PM+” readers which were purchased by the Parent Association.  New reading, familiar reading, phonic work, word work and writing are stations that the children visit each day under the guidance of Mrs Meeneghan, Mrs Mulhern and Martin.

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