Supporting Reading and Writing at home

Posted by neridakiprotich

Making Early Reading and Writing Fun at Home…

Reading: To support learning high frequency words we recommend creating your own word cards from the word lists in the small yellow books that have come home recently.

  • Write the words onto cards ready for your child to practice.
  • Use the cards for hopscotch,
  • passwords( to be able to go through doors, put on shoes, open the fridge),
  • 10 pin bowling (use water bottles with the cards stuck on),
  • memory match/ concentration.

Your child can;

  • paint the words,
  • write the words like a rainbow (write over the top of each word again and again in different colours),
  • make the words with playdough,
  • use magnetic letters to make the word,
  • use thick popsticks to make sight words dominoes (two words on a stick – one at each end).

We would love to see what ideas you come up with so please share with your child’s teacher (photo or send it in!) of what creative ways you are using to learn sight words at home.

Writing: Children are enthusiastic writers when they are enjoying and having fun. Children love to have their own special notebooks, diaries, mini whiteboard to write messages to family members, lists (shopping, things to do, places to go, people), cards, post it notes are also a great tool to encourage writers.

Passwords are great fun!


“What did you do at school today?”

Posted by neridakiprotich

“What did you do at school today?”

At the end of each school day, you may have lots of questions for your child about their day, but we know it can sometimes be challenging to get an answer! Here are some things to keep in mind when you’re talking to your child about school.

  • Try to ask open-ended questions to keep a conversation going. If you ask your child questions that can be answered with one word (yes, no, a name), then you’ll probably get a one-word response.
  • Often children are not specific, so you have to ask for specific information when you want it.
  • Avoiding emotion-packed words (happy, sad, mean) can help the conversation go on longer.
  • Asking positive questions gives your child a chance to express concerns. Negative questions tend to stop a conversation.

Questions that may be helpful to ask your child:

  • Where do you play the most at break? At lunch?
  • Who did you sit with to eat lunch today?
  • Tell me something good that happened today.
  • If I called your teacher tonight, what would she tell me about you?
  • How did you help somebody today?
  • How did somebody help you today?
  • Tell me one thing that you learned today.
  • When were you the happiest today?
  • What games did you play at recess?
  • What was the funniest thing that happened today?
  • Did anyone do anything super nice for you?
  • What was the nicest thing you did for someone else?
  • Who made you smile today?

Emotions in Year 1

Posted by neridakiprotich

The first unit of inquiry has explored the big idea ‘Emotions and actions can influence our interactions with others’. In class we have explored the six core emotions: happy, sad, worried, angry, calm and sorry. We have developed a range of language to describe each emotion and identified what may be the cause of feeling this way. We have inquired into what our responsibility is when we see someone feeling any one of these emotions.

The 6 core emotions we have been inquiring into.

Welcome to the Year 1 Blog

Posted by neridakiprotich

Welcome to the Year 1 Blog. During the course of the year we will be using this space to share information about the exciting learning taking place in Year 1. You will find new posts under all the tabs along the top of the blog.

We will send you an email when new information has been uploaded. We hope that this blog will be a useful tool for keeping you informed about life in Year 1 and also support regular conversations with your child about what they are doing in school.

Shared Play

Your child may have come home excited about ‘Shared Play’ in Year 1. This is often the highlight of the week for many children. Shared Play occurs two afternoons a week (Monday and Thursday), and involves all Year 1 classes opening their doors and other learning areas of the school such as our shared common area and outdoor spaces for an active and engaging afternoon! All learning engagements in Shared Play are purposefully planned to ensure all aspects of play are incorporated. This includes social cooperative play, manipulative and construction, dramatic play and role playing, and creative play. Engagements are planned to strengthen current classroom learning. Children have the opportunity to interact with new and old friends from other Year 1 classes and are developing the skills they need to expand their physical, emotional, social, and cognitive abilities.


Posted by neridakiprotich

As part of our unit of inquiry, How We Express Ourselves where we inquire into how stories are created and shared to entertain, we will be attending the Kidsfest show of ‘What the Ladybird Heard’ on February 8th 2018. Kidsfest theatre shows are a wonderful experience for children so if you are planning to attend as a family there are many other choices.

Numbers are everywhere!

Posted by neridakiprotich

In Year 1, we are developing an understanding of the numbers around us. In class, we have been enjoying a range of learning engagements related to counting and number awareness. Being able to differentiate between numbers and letters is a starting point, and we have also been practicing carefully counting numbers out-loud, forwards and backwards.

Some of the other things we have been working on in class:

  • counting to determine the number of objects in a set
  • reading and writing whole numbers (the initial focus is 0 to 20 with students being challenged as required)
  • ordering numbers
  • counting objects using one to one correspondence
  • bigger and smaller
  • careful counting
  • subitising: the ability to immediately know the number items in a small set without counting

Ways to support your child at home:

  • Noticing numbers and talking about numbers that they see
  • Practicing estimation  “How many apples do you think are in the bowl?” or “How many people do you think are in this room?”
  • Careful counting of objects around the house, encouraging your child to touch or move objects as they count them, and say the numbers out loud.
  • Paying attention to the pronunciation of numbers from 13-19.  Sometimes children confuse the ending sound of numbers such as thirTEEN and thirTY
  • Asking questions that compare quantities “Do you think there are more or this or that?”