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Our literacy programme is based off of the Daily Five. Daily 5 is an essential routine and foundation for creating lifelong readers, writers, and learners who are independently motivated.
Read to Self: The link below provides videos by Gail Boushey, co-author of the Daily Five, for parents and students on how to build reading resilience at home during this period of learning at home. They are excellent and a great starting point to support Read to Self for parents and students.
○ https://www.thedailycafe.com/content/reading-home-students
○ https://www.thedailycafe.com/content/reading-home-parents
Listen to Reading: Scroll down for directions on how to help your child with Listen to Reading
Word Work: Please use the new words that will sent home every second Monday, cut them up or sort the words on a daily basis. Take a photo of your word sort and post on SeeSaw for your teachers to see.
Write to Self: Scroll down for a description of ways to help your child write to self. Additional lessons will be posted on See Saw
Read to Someone: Encourage your child to read out loud to someone. Encourage them to ask questions before, during, and after reading. They can also explain their ideas about connections to the real world. Literacy groups for some students will also foster this skill as we progress.
All220DolchWordsByGradeFreqC.pdfChoose 5 to 10 words off the Dolch List. Please see link above or picture below.
Expectations: This is a guide and you should not worry if your child is not able to read all words at the Grade Level expected. These are meant as an indicator for the END of Grade one or Two and understand the children make developmental leaps quicker at some points than others.
Grade 1: Sight Recognition and Spelling at Grade Level: Grade One (recognize words/spell with some support/best guess spelling is okay!)
Grade 2: Sight Recognition and Spell the words independently at Grade Level: Grade Two
Task:
Have your child read the words by sight without sounding them out. When they get to a word that they can't read quickly without sounding out, this is a word that they should begin to practice. Begin by having your child read the Pre-Primer word list and move onto Primer and so on. Once you have a list of 5 words to work on, that should be enough to work from. Once they know 5 of the words by sight, add
Write words in notebooks, on chalk boards, using play dough, with outdoor materials, in sand or dirt outside, with rocks, etc.
Make flashcards and play games by making two sets of the same word so you can play memory or matching, draw pictures to match, Go Fish
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