Start+of+Year+Newsletter


 * **St Joseph’s School, Pleasant Point **
 * Room 1 Newsletter **
 * 16.2.10 ** ||


 * ** Dear Parents **
 * Welcome back to the new school year and a big welcome to all those children and families who are new to Room 1. This newsletter is an overview of the Room 1 classroom programme and routines. Please take the time to read through all the information. ** ||


 * **// This is the morning programme commencing at 9:15am and concluding at 10:45am. //** ||

We begin each day with roll and prayers. We have a prayer format which the children follow. The children are in pairs or groups of three and prepare and take prayers every day. ||
 * **__ Roll/Prayers __**

After prayers each morning we then move into spelling. On Monday the children write their new words into their spelling and homework books. On Tuesday/Wednesday we practice learning our words and on Thursday we partner test. On Friday morning between 8.30-9.15am the children are tested on their words. I record their results in my roll book and the children record their results on a graph in their spelling book. Words that are not correct are relearned the following week. All children begin with learning the Essential Words for Writing and Spelling and Commonly Misspelt Words. When these are mastered the children move onto words in the “You Can Spell” programme. All children are tested on all Essential Words and CMW once a term. ||
 * **__ Spelling Focus 1 __**

We have maths from Monday to Thursday from 9.45-10.45am. Each session begins with Number Knowledge, Basic Facts and Tables practice. Children track their basic facts progress daily on a graph in their maths books. Each term a Stage test is taken to gauge progress. Tables are tested weekly and children track their progress in the same way as basic facts. Number knowledge is also tested termly to gauge progress. The children are working in a group according to their needs. We focus on Addition and Subtraction strategies in Term 1 and 3 and Multiplication and Division strategies in Term 2 and 4. We spend the last 3 weeks of Terms 1-3 and the first 3 weeks of Term 4 working on one of the other maths strands e.g. Geometry, Algebra, Statistics and Measurement. ||
 * **__ Maths Focus __**


 * **// This is the morning programme commencing at 11:00am and concluding at 12:45pm //** ||

Each week we have a focus poem. On Monday morning before school the children cut out their poem and glue this into their poetry book which is kept in their reading box. Each day that we read our poem we have a specific focus. Monday – prediction and critical thinking, Tuesday – vocabulary, Wednesday – print conventions, Thursday, word patterns. On Friday we process information visually by illustrating our poem in our book. The children take their poetry book home on a Friday and share the poem and their illustrations with you over the weekend. This is their reading. Please ensure that your child brings their poetry book back to school on Monday. ||
 * **__ Shared Reading – Poem of the Week __**

We have four formal writing sessions from Monday through to Thursday. We begin our writing focus with teacher modelling. All aspects of writing are modelled to the children to assist them with their own writing. We write in blue pen. This allows the children to write freely and all their attempts are recorded. We write on every second line. The space above is for correcting spelling errors or to add anything new. The children underline their approximations as they write. All spelling errors are corrected in red pen by the child. Teacher corrections are in green pen. The writing process follows a set sequence. Teacher modelling, including a visual model for the children to work from, plenty of discussion about what they are going to say and then write, drafting (where the children write their ideas). They continually re-read as they write. Once the draft is completed the child carries out GPS which stands for Grammar (does it make sense?), Punctuation (have I put in all the punctuation I need in the correct places?) and Spelling (have I corrected my spelling errors?). When the child has done as much as they can do independently they will conference with the teacher. The draft may be fully corrected by the teacher with the child if it is to be published or just discussed with the child if it is not being published. Our writing focus to begin the year is Recounts and Descriptions. ||
 * **__ Writing Focus (Mon – Thurs) __**

Guided reading takes place from approximately 11.45-12.45pm, Monday to Thursday. All children are grouped according to their needs. I read with one group at a time. The other children are engaged in a reading activity that relates to the book that they read with me the previous day, spelling or unfinished topic work. I do not read with each group every day. I usually see two or three groups per day. On the day that I have not read with your child they will bring home an independent book that they have selected from their group independent book box or from our class library**.** Running records are usually taken on each child once a term or more or less as required. ** Each night a book should come home in their reading bag with their notebook. Please record the title of the book and sign it when you have heard your child read. Please ensure that the reading book, notebook and reading bag come back to school each day. ** ||
 * **__ Reading Focus __** **(Mon – Thurs)**

Please take great care of our reading books. We only have a few copies of each book. When one is lost or not returned it means that set can no longer be used to read with a group until it can be replaced and this is very costly on a limited budget. ||
 * **__ Reading Books __**

Alongside reading we focus on spelling once again. On Monday the children write their first 5 words into sentences and on Tuesday they write their second 5 words into sentences. This helps the children to understand the meaning of their words and how to use them correctly in a sentence. On Wednesday the children write how many syllables each of their words contain and on Thursday we focus on vowels. ||
 * **__ Spelling Focus 2 __**


 * **// Afternoon programme commencing at 1:30pm and concluding at 2:50pm. //** ||

Straight after lunch we focus on fitness activities for approximately 20mins. Activities include games, relays, fitness stations, the playground, running and skills using a variety of equipment. The focus is to have the children actively engaged in aerobic activity while having fun. On Friday we have a focused P.E. lesson rather than fitness. When we return from fitness we pack our bags and I read to the children. ||
 * **__ Fitness/P.E. __**

This year we are having one focus which is “Sustainability” with a different focus on it each term. In Term 1 we focus on how we sustain ourselves in a healthy way e.g. keeping clean, sleep, relationships with others, SunSmart, nutrition, exercise, prayer etc... ||
 * **__ Topic (Health, Science, Technology, Social Studies) __**

This year we focus on the Year 3 programme. We have our R.E. focus on Wednesday from 2.15pm and after lunch before Assembly on a Friday and another time as needed. This year there are no children’s activity books. All the resources for each strand will be on the internet for us to print out for the children. ||
 * **__ Religious Education __**

The Arts will be integrated into topic. ||
 * **__ The Arts __**

We will visit the library on a Friday to enable the children to select, issue and return personal library books. ||
 * **__ Library __**

Each night the children will have a book to read and their spelling words to learn. You can also practice basic facts, tables and number knowledge. Our written homework this year is based on spelling and is a progressive programme beginning in Year 1.This will support their spelling, reading and writing development.
 * **__ Homework __**

The children glue their homework into their homework books on a Monday morning. I go through it with them and it goes home in their reading bag on Monday. They have 4 nights to complete it before returning it to school on Friday where I mark it and discuss it with them. Please ensure they do their homework and ensure that your child brings it to school on Friday. ||

All our work is focused on a learning intention and the children discuss what we are learning to do. We also have success criteria. These help the children know what they have to do in order to be successful. ||
 * **__ Learning intentions/Success Criteria __**

The 5 Key competencies are Managing Self, Participating and Contributing, Relating to Others, Thinking and Using Language, Symbols and Texts. These are the skills that the children need to use and we focus on these throughout the year. ||
 * **__ Key Competencies __**

Sometimes children require extra learning support. I am constantly monitoring your child’s progress and will discuss with you readily how they are progressing and what you can do at home to help them with their learning. Paula will also give extra assistance to your child when necessary. ||
 * **__ Extra Help __**

Room 1 children will be focusing on producing high quality work to the very best of their ability. The children will always be encouraged and supported to give of their very best in all that they do. Work that is not completed within a reasonable timeframe will be completed at either morning tea or lunch time. If it has still not been completed during this time it will come home.
 * **__ General __**

Behaviour expectations are also very high. Children are expected to listen carefully to all instructions, speak appropriately at all times, use their manners and sit appropriately on the mat or at their desk. The children are expected to begin all work tasks quickly and complete these within a certain timeframe. This develops positive work habits for their entire schooling. Please discuss with your child what behaviour is appropriate for school and what behaviour is not.

I am attempting to run a structured yet creative classroom programme in a print rich environment. It is very important that the children learn quickly their daily routines and the high expectations of work standards and behaviour expected. ||


 * ** I hope the above information has been helpful. If you have any questions please do not hesitate to contact me at school. **


 * Kindest Regards **
 * Bernadette Ewer **
 * DP/Room 1 Class Teacher ** ||