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Meet the teacher information evening.  Best start is an initial assessment that helps to identify the literacy & numeracy knowledge & skills that each.

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Presentation on theme: "Meet the teacher information evening.  Best start is an initial assessment that helps to identify the literacy & numeracy knowledge & skills that each."— Presentation transcript:

1 Meet the teacher information evening

2  Best start is an initial assessment that helps to identify the literacy & numeracy knowledge & skills that each child brings to school.  The children are placed on the literacy & numeracy continuum according to what skills they are displaying.  Best Start is on going assessment that looks at what your child is achieving & how to move them onto the next part of their literacy & numeracy learning journey.  Every term we enter data into the software & generate Learning Plans which guide our teaching.

3  In Literacy we look at eight aspects:  Reading Texts  Phonics  Phonemic Awareness  Concepts About Print  Comprehension  Aspects Of Speaking  Vocabulary Knowledge  Aspects Of Writing


5  There are seven aspects in numeracy:  Counting sequences and numeral identification  Early Arithmetical Strategies – Counting as a problem solving process  Pattern and number structure  Place Value  Multiplication & Division  Fraction units  Measurement


7 Reading texts Where are they now? 1 st cluster RES1.5 RES1.6 RES1.8 Best Start Level 0 2 nd cluster RES1.5 RES1.6 Best Start Level 1 3 rd cluster RES1.5 RES1.6 Best Start Level 2 4 th cluster RES1.5 RES1.6 Best Start Level 3 5 th cluster TS1.2 RS1.5 RS1.6 RS1.7 Student names Where to next? 2 nd cluster  Reads one or two words in environmental print/texts.  Reads some words in a sentence correctly.  Holds a book the right way up.  Differentiates between writing and pictures.  Points to words using one-to-one correspondence when ‘reading’.  Reads some high frequency words correctly in simple, predictable texts, e.g. my, I. Begins to read with fluency and rhythm when text and image placement are consistent. 3 rd cluster  Reads one or more sentences correctly in environmental print/texts.  Reads one or more sentences correctly in a simple book. Uses context to predict meaning in texts and supplement decoding attempts. Reads words using known letter/sound relationships. Reads a number of ‘easy’ texts with an increasing number of high frequency words and illustrations that provide high support. Begins to develop fluency and understanding by revisiting familiar texts. 4 th cluster  Reads all or most of a more challenging story book. Maintains fluency when reading texts with varied and irregular text and image placement. Pauses or hesitates when meaning is disrupted when reading. Reads aloud with increasingly appropriate pitch, intonation and fluency (RR level 5–8). 5 th cluster Reads texts with varied and longer sentence patterns and several lines of text per page. Demonstrates increased fluency by recognising and decoding words automatically when reading familiar texts. Recognises when meaning is disrupted and attempts to self- correct when reading. Reads fluently and accurately with attention to punctuation. 6 th cluster Understands that pathways for reading literary, factual and screen texts can be navigated in different ways. Self-corrects when meaning is disrupted e.g. by pausing, repeating words and phrases, rereading and reading on. Reads aloud with fluency and phrasing, adjusting pace, volume, pitch and pronunciation to enhance meaning and expression (RR level 16- 18). Teaching Resources and activities Teaching ideas to move students to the 2 nd cluster Teaching ideas to move students to the 3 rd cluster Teaching ideas to move students to the 4 th cluster Teaching ideas to move students to the 5 th cluster Teaching ideas to move students to the 6 th cluster

8 KindergartenYear 1 Jolly Phonics  Introduces letter names and sounds, as well as tricky words, to assist in the learning of reading & writing.  Taught with a multi sensory approach where the children use actions for the sounds.  5 areas covered in Jolly Phonics: 1. Learning letter sound 2. Learning letter formation 3. Blending 4. Identifying sounds in words 5. Tricky words Ants in the Apple  Spelling program  Focuses on regular words which include common digraphs & their extensions  There are Irregular words which include long vowels, alternate digraph sounds & very irregular words (like tricky words)  Looks at explicitly teaching spelling rules.  Rather than memorising a list of words it looks at how words work through rules & digraphs

9 Count Me in Too  Numeracy program that caters for all ability groups.  Children are ability grouped according to the numeracy continuum.  A typical lesson contains a numeracy strand focus beginning with a warm up game, moving into ability groups playing a game related to the strand, lesson conclusion & recording in their books. Mathletics  A computer program that has activities based on all maths strands.  Your child will come home with a username & password.

10 HSIE: Families (integrated unit) Science & Technology: Families (integrated unit) PD/H/PE: Anti Bullying CAPA: Music with Mrs Yeo, Art & Drama will be integrated within the units.

11  All children in infants receive green merit awards for positive behaviour & work. The merits will be sent home with your child.  The school merit system is as follows: 5 green merits = 1 white merit 5 white merits = 1 bronze merit 5 bronze merits = 1 silver merit 5 silver merits = 1 gold award  As your child collects 5 merits bring them in & I will trade them for you.  In K/1L we also have the Clever Caterpillars reward system. Children will be asked to colour in spots for good behaviour. When the caterpillar is complete they will receive one green merit & it will start over again.

12  In K/1L we have the Happy and Sad face and also the sad chair.  If misbehaviour continues they will be sent to the Assistant Principal with work to complete. There, they will discuss their behaviour and consequences may occur.  At Cobbitty School we have a ‘Time Out’ system. Time Out occurs first half recess, where they will be removed from the playground and have their behaviour discussed with the Assistant Principal. Reflection- 1 day off playground Time out – 2 days off playground, letter sent home to parents Detention – 3 days off playground, letter sent home to parents Suspension

13  Kindergarten – a sounds revision page & a maths page. Also sounds & tricky word revision  Year 1 – Homework contract.  Mathletics will be incorporated in homework. Your child will need to log on & complete the task that is set.  Homework is to be brought in every Friday & handed back with new homework the following Monday.  If your child brings in their homework 3 weeks in a row they will receive a merit award.

14  This has now started.  You have received a pamphlet that gave you some handy hints when reading with your child at home.  Thank you to those parents who have indicated they can assist with home reading..

15  If your child is absent you are legally required to supply a reason in the form of a note.  If your child does not bring in a note explaining their absence 5 days after returning to school, you will be sent a reminder.  Any money can be placed in the office in the box near the office window.  Pack a spare pair of underwear in case of accidents.

16  Munch & Crunch takes place at 10:30.  Fresh fruit or vegetables will only be allowed to be consumed at that time.  Lunch is at 11:30. Please ensure your child has something nutritious to eat at this time.

17  Cobbitty Public School Website  Schools A to Z Department of Education website

18  If you have any concerns please to not hesitate to make an appointment to see me.  You can also contact me by phone on the schools number or email me at

19 I look forward to working with you & your child in 2014

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