Parent+Information

=__Literacy __=

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A little time spent sharing the books your child brings home will make a difference to their reading! Choose a time that suits you both. (After a meal is better than before because it's hard for a hungry child to concentrate.) Try to avoid interruptions**__.__** Talk about the book together, then listen to your child. Talk about it again afterwards. Relate what happens in the story to your child's experiences. Use the pictures to help you talk about the story.===== If your child is not sure of a word:
 * Wait a few seconds - give them time to think. they can often work it out for themselves
 * Look together at the beginning of the word and help them to identify the first sound
 * Talk about words that would make sense in the sentence
 * Suggest they look for clues in the pictures
 * Ask them to see if they can can find a smaller word or chunk inside the word
 * Ask them to go back to the beginning of the sentence or read on to the end.
 * If they still don't know - tell them
 * Encourage them to read the sentence again.
 * Praise their efforts!

Your child will be familiar with most of the books they bring home, but if one is too hard, read it to your child instead.

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Encourage them to tell you about their writing. Listen while they read it to you. Display their work. Be proud of it and share it with others. They could write a letter, make a card, write notes to family members, make a shopping list, make alphabet books. Let them choose what they want to write about. Encourage them to discuss their ideas or draw a picture first. Praise your child for:=====
 * trying to and wanting to write
 * attempting to get their message across
 * knowing where to find words
 * rereading their work and making improvements
 * correctly spelling the words they know

=__**Maths **__=

Stage 0: Emergent
Students are unable to consistently count a given number of objects because they lack knowledge of counting sequences and/or the ability to match things in one-to-one correspondence.

Stage 1: One to one counting
This stage is characterised by students who can count and form a set of objects up to ten, but cannot solve simple problems that involve joining and separating sets, like 4 + 3.

Stage 2: Counting from one on materials
Students rely on counting physical materials, like their fingers. They count all the objects in both sets to find an answer to a joining or separating of sets problem.

Stage 3: Counting from one by Imaging
This stage is characterised by students counting all of the objects. However, they are able to image visual patterns of the objects in their mind and count them.

Stage 4: Advanced counting
Students solve number problems by counting on, or back. Students keep track of the count using materials (e.g. fingers) or by imaging (i.e. in their head). Students at this stage understand that the end number in a counting sequence measures the whole set and can relate the addition or subtraction of objects to the forward and backward number sequences by ones, tens, etc.

==Stages 5 to 8 of the Number Framework are known as the part-whole strategies. Instead of counting, students at these stages can see numbers not only as complete units but also as sub-dividable units. That is, they see a collection of 8 objects as both an “eight” but can also think of it as “1 and 7”, “2 and 6”, “3 and 5”, “4 and 4”. This is called part-whole thinking.==