Our spelling focus for the first two weeks of this term is the LONG I sound. This can be made in many different ways: igh, ie, y, and i_e.
Long vowel sound spelling patterns are quite difficult for students to learn. First they must understand that more than one letter can be used to represent one sound and then learn the various ways that the sound can be represented in print.
A strategy that is used regularly in my teacher focus groups is “Timed Repeated Reading”. Timed repeated readings are an instructional practice for monitoring students’ fluency development. Repeated readings, under timed conditions, of familiar instructional level text can increase students’ reading speed which can improve comprehension. You can also use this strategy at home as part of your child’s nightly reading.
This clip explains how you can use repeated reading at home:
I read the text “Let’s Go Skating.” With fluency and accuracy, it took me 57 seconds.
I spotted that we had missed “World Read aloud Day.” However when we met at Parent/Teacher/Student meetings during the week, we reminded everyone that our nightly reading is the most important homework Year Two students need to do. It has been great to see Reading Journals being filled in and brought to school once a week. Reading aloud, listening to reading and reading on your own, are all so important in helping you to become OUT OF THIS WORLD readers (and thinkers and writers).
and did you know…
It should be clear now why we want Year Two students to build their reading stamina.
WALT: create short informative texts using growing knowledge of text structures and language features for familiar and some less familiar audiences, selecting elements appropriate to the audience and purpose.
Our first writing unit will be focusing on creating letters. We are super excited to each be given a Year Three Pen Pal who we will be able to write to and get to know throughout the year. Having a pen pal will give our writing a purpose & audience.
I wonder if anyone has any books at home that contain examples of letter writing? If you I would love you to bring them in.
I found this one in my collection:
Who can have a go at writing a letter from one of their crayons, textas, or pencils?
I have been very impressed with the students who are having ago at writing persuasive texts (or expositions) at home. Well Done
In class we have used a composing sheet that we have called our “chubby bubbies.” It has one chubby bubby being supported by three others. We think it is pretty funny every time we say “chubby bubbies.” Our first topic has been superpowers.
I have made up another composing sheet (that is not as funny) that you may like to use at home to get your ideas ready:
Today we had the opportunity to meet Kim Kane. Kim is an amazing author who has written several children’s books. Some of her books include; Esther’s Rainbow, Family Forest, The Vegetable Ark and The Unexpected Crocodile. Kim showed us some pictures and told us stories about where she gets her inspiration from. She also told us that she had to write 18 drafts for ONE story. That takes some hard work and dedication!
Can you remember…
What is the picture book magic number?
Does anyone remember how long it can take to get a book published?
What is your favourite book written by Kim and why?
Which people are involved in making a picture book come together?
Kim finished off her presentation with two pieces of advice. The first one was to keep reading and to remember what it is that you enjoyed reading about! The second piece of advice was, Tenacity. Do you think you have what it takes to become an author?
Now think about what writing you could do based on this short film. You could retell the story in our own words. Could you turn it into a fable? Perhaps write a review – did you like the film? why/why not? Another idea could be to write about what this film is teaching us. What is the message? A character description? You decide and start writing.
When Working on Writing, you need to be writing all the time. Remember to use capital letters & full stops. Re-read your sentences to make sure they make sense. Don’t get stuck on spelling. Circle any tricky words and then go back to them once your ideas are all written.