UPPER SWAN PRIMARY SCHOOL

SUPPORT PACKAGE

KINDY

We are often asked by parents, “What does my child need to know by the end of Kindy .

Well, to help parents get a better understanding, we have stipulated the core skills in our most important learning areas.

The pages within this package contain:

The core basic skills and knowledge students are expected to achieve by the end of their current school year in Maths and English.

Advice on how to run an effective home reading program A “one hundred” chart A chart of the font used for handwriting Ideas and resources for when your child wants a bit of extra homework that can be

done using ICT

The list of Maths and English skills are the main core skills and do not represent everything that teachers cover in class over the year.

The entire package, along with supporting activities will be placed on our school website, so you can always find it.

www.upperswanps.wa.edu.au

Core English skills for Kindy

Reading Knowing that books are for reading Identifying the front, back, top, and bottom of the book Turing the pages in the right direction Identifying the difference between print and pictures Knowing that print carries a message Knowing that a picture book has a title, and author and an

Illustration Identifying where to begin reading on the page Reads sight words introduced in class

Writing Knows that spoken sounds and words can be written down using

letters of the alphabet Writes some letters using learned letter formations Writes for a purpose Expresses ideas in writing Has a go at writing Leaves spaces between words Writes left to right and top to bottom orientation of writing Uses capital and lower case letters, full stops and other punctuation

marks Phonological Awareness

Recognises rhymes, syllables and sounds in words Recognises the letters of the alphabet and know that there are

lower and upper case letters Recognises sounds letters of the alphabet make Identifies the beginning and ending sounds in words

Speaking and Listening Listen to points of view and share own ideas Demonstrates age appropriate clear articulation and speech Listens and participates in conversations Cooperate with others and negotiate roles and relationships in play

and group experiences. Grammar

Recognise capital letters and that they are used for names. Capital letters and full stops signal the beginning and end sentences.

Fine Motor Develop fine motor skills needed for control of tools, for excamle,

scissors, paintbrush, pencil.

A rich environment that provides many opportunities for speaking and listening is most important for Language and Literacy learning in Kindergarten. Children need many opportunities to engage in extended conversations in which they hear and use appropriate vocabulary that helps them build meaningful concepts about words and the world (Roskos, Tabors & Lenhart, 2009). They need meaningful engagement with various forms of print, including many interactions around books. And there is very

Pencil grip (see appendix A) Scissors

Core Maths skills for Kindy

Number

Subitise small collections (knows how many at a glance) Recognise the difference between a number and a letter Count objects by using one to one correspondence Knows that the last number in the count represents how

many in the set Counts beyond 10 Counts objects up to ten Compare collections of objects and describe if there is

more, less, the same or not the sameMeasurement

Describes and compares objects by the most obvious attribute (e.g big, small, empty, full)

Recognise the timing and sequence of familiar events and routines and use the everyday language of time such as morning, afternoon and daytime

Space

Use positional language such as behind, under, on and between

Copies and continues simple patterns Identify the four simple shapes (square, triangle, circle,

triangle)

Chance & Data

Answer simple questions to collect information such as using yes/no and group items in response to questions such as favourite pets

Get information from simple graphs

Numbers to 100!Use this chart to discuss counting and number patterns with your child.

1 2 3 4 5 6 7 8 9 1011 12 13 14 15 16 17 18 19 2021 22 23 24 25 26 27 28 29 3031 32 33 34 35 36 37 38 39 4041 42 43 44 45 46 47 48 49 5051 52 53 54 55 56 57 58 59 6061 62 63 64 65 66 67 68 69 7071 72 73 74 75 76 77 78 79 8081 82 83 84 85 86 87 88 89 9091 92 93 94 95 96 97 98 99 100

How to Run a Good Home Reading Program  Reading at home is an important part of developing your child’s reading skills. It provides students with additional practise in comprehending texts. There are many ways that you can help your child build their confidence and develop stronger reading skills.  In Year One it is recommended that your child should complete fifteen minutes of homework per night, of which this should include ten minutes of reading and five minutes of spelling.

 Outlined below is an example of a quick and easy Home Reading program that you can engage in with your child. It should not take any longer than ten minutes a night.

Each week your child selects a text of interest and one that they can read independently. This text will remain the same for the entire week. Research has proven that is better to develop and consolidate skills focussing on one text a week rather than reading a different text every night of the week.

 Tips:

Encourage your child and tell them that they are doing a great job.

Give your child time to work out difficult words.

If they make a mistake say, “Are you sure about that?” and ask them to re-read the word.

Help your child sound out the words using their phonetic knowledge such as ‘c and h makes the sound ch’, don’t just tell them what it is.

 Below are some questions to help guide your home reading.

Before During After

What story clues are in the title and pictures?

Is this story real or make believe? How do I know?

If the text is real, what will I learn?

What will the main character need or want?

Why do I want to read this story?

How do I picture the setting?

What will happen next in the story?

How do I feel about the main character?

Why does the character act or feel a certain way?

Does the story make sense?

How will the story most likely end?

How does this story or text remind me of my life?

How did the story make me feel?

What do I like or dislike about the story?

What is the main part of the story?

How have my feelings about the character changed?

How are the characters feelings or actions different at the end of the story?

What is the author trying to tell me?

South Australian Print

 Aa Bb Cc Dd Ee Ff Gg Hh Ii Jj Kk Ll Mm Nn OoPp Qq Rr Ss Tt Uu Vv Ww Xx Yy Zz

Useful Links:

www.det.wa.edu.au/schoolsandyou/detcms/portal

www.schoolexpress.com/funtime

Mathletics: Every student at Upper Swan PS has a password for Mathletics, see your teacher or phone the school if you do not have this information:

www.mathletics.com.au

Username: __________________________ Password: __________________