Literacy

Reading Grades Primary - Five

Reading:

  • Practice reading every day.

  • Read what you have in your home (books, flyers, magazines).


When you are reading, think:

  • What is this about? (Main Idea)

  • What have I learned?

  • What surprised me?

  • How do I feel after reading this?

  • Who were the characters in the story? (Fiction)

  • What was the setting? (Fiction)

  • Can I retell the story (what happened in the beginning, middle and end)?

  • Can I draw a picture of something that happened?


Writing Grades Primary - Five


Writing:

  • Practice writing every day.

  • You can use what you have at home for writing; paper, cardboard.

  • Writing can look different every day (sentences, a list or a picture with labels)


Where do writers get their ideas?:

  • Something that happened.

  • Something you like.

  • Something that excites you.

  • Something that you wonder about.

When you are writing, think:

  • What is it that I want to write? Say it out loud.

  • What kind of letter should I have at the beginning of my sentence?

  • What should I put at the end of my sentence?

  • How can I add more details to my writing? (describe characters, settings, objects)


After writing:

  • Does my writing make sense?

  • Did I forget anything? (punctuation, words)

  • Can I add anything to my writing? (more details)

  • Who can I share my writing with?



Working With Words Grades Primary - Five


Working With Words:

  • You can work with words you find around your home (food labels, flyers,magazines).

  • Think of words you have learned in your classroom or words you use in your writing. (word wall words, friend’s names).


Ideas for working with words:

  • How many words can you write in 5 minutes?

  • Find a “big” word. How many words can you make using the letters in your “big” word.

  • Syllables- look for words that have 2, 3, 4, and 5 syllables.

  • Look for compound words.

  • Look for words that rhyme.

  • Look for words that start with the same letter or cluster.

  • Look for words that have the same ending.

  • Practice making words using different materials (pebbles, pasta, cereal, string)

  • Write words in different material (using sugar, salt, sand, soil)

  • Sort words according to beginning sounds, end sounds, syllables.





Literacy Strategies: Middle and High School Students


Reading and Viewing:

  • Let your child see you reading and discuss how reading plays a role in your work and at home.

  • Watch TV, movies, and documentaries together. Take turns choosing what to watch. Ask your child questions like: What do you think will happen? Why did that person do that? What are you wondering now?

  • Take opportunities to demonstrate how reading is a life skill. Read the following together with your child, as age-appropriate: Recipes, instruction manuals, newspapers, shopping flyers, medication packaging, application forms, bills, nutrition labels, package directions, etc.

  • Apply for a library card through the Cape Breton Regional Library: https://cbrl.ca/services/library-card-application


Speaking and Listening:

  • Ask questions that get your child to express their opinion, like: What do you think? Why do you think that? Can you tell me more?

  • Talk to your child to build their knowledge and vocabulary. Explain things as you do them, such as home repairs, cooking, gardening, crafting, machine repairs and maintenance, etc.

  • Tell stories about your family, your childhood, your neighbourhood, your job.

  • Share family photos from the past and present. Have conversations about family members and make connections that are special to your family and members of your extended family.

  • Listen to podcasts or talk radio at home or in the car.


Writing and Representing:

  • Let your child see you writing and discuss how writing plays a role in your work and at home. Include both handwritten and digital tasks.

  • Involve your child in writing thank you notes, instructions, requests for donations, map directions, and shopping lists. Include drawings or diagrams where applicable.

  • Text or email your child for fun and to show how to communicate appropriately and clearly.