Handwriting Competition

Congratulations to the winners of the Handwriting Competition organised by Ms. Kane prior to the mid term break. Ms. Kane was very impressed with the beautiful writing produced by all the entrants and found it very difficult to select the winners, some of whom are pictured below.

 

Literacy Tips

The NCCA is a great resource for parents. Please follow any of the links below to find out more.

 

https://www.ncca.ie/media/1406/helping_your_child_in_junior_and_senior_infants.pdf

https://www.ncca.ie/media/1405/helping_your_child_in_first_and_second_classes.pdf

https://www.ncca.ie/media/1407/helping_your_child_in_third_and_fourth_classes.pdf

https://www.ncca.ie/media/2810/helping_your_child_in_fifth_and_sixth_classes.pdf

Learning through play

Your Child’s Learning

Helping your child to read and write

 

Handwriting

In our school we take great pride in handwriting and correct letter formation is developed from Junior Infants to 4th using a specific scheme .  We also pay particular attention to developing and maintaining the correct pencil grip.  Children go through several stages of development before they  master this and a lot of children begin school  using all their fingers to grasp a crayon .  The teachers help each child to develop a three fingered grip (in the last picture)  as this is the ideal grip for fluent and efficient writing.   This grip needs to be maintained in older children as they can easily revert  to less efficient ways of holding a pen and once an incorrect grip  becomes a habit , it is more difficult to remediate.

Click on the images for information on our handwriting scheme

Junior Infant Handwriting Program

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Senior Infant Handwriting Program

Ist Class Handwriting Program

2nd Class Handwriting Program

3rd Class Handwriting Program

4th Class Handwriting Program

 

Has your child the correct pencil grip?

The An Post Handwriting Competition is beginning soon with all classes taking part. Its a good time to remind pupils about the importance of the correct pencil grip. 

In our school we take great pride in handwriting and correct letter formation is developed from Junior Infants to 4th using a specific scheme .  We also pay particular attention to developing and maintaining the correct pencil grip.  Children go through several stages of development before they  master this and a lot of children begin school  using all their fingers to grasp a crayon .  The teachers help each child to develop a three fingered grip (in the last picture)  as this is the ideal grip for fluent and efficient writing.   This grip needs to be maintained in older children as they can easily revert  to less efficient ways of holding a pen and once an incorrect grip  becomes a habit , it is more difficult to remediate.

 

 

 

Guided Reading

What is Guided Reading ?

Guided Reading is an instructional approach that involves the teacher working with a small group of students who demonstrate similar reading behaviours and can read similar levels of texts. The text is easy enough for the children to read with support. In St.Brigid’s the Learning Support Team work with the Class Teacher four days a week teaching Guided Reading to Senior Infants, First Class and Second Class.

Assessment:

Before starting Guided Reading, children are assessed according to their Reading Behaviours,their Knowledge and Skill, the Strategies they use to figure out words, Fluency and Comprehension Skills. In Saint Brigid’s we use the PM Benchmarking  kit for assessment.

Children are grouped with others who read in a similar way or at a similar instructional level.The Instructional level is the level where optimum learning takes place. A group can have up to 8 children. Groups will change regularly as the focus of the group changes.

Tips for Parents:

  • Encourage your child to read and re read familiar books.
  • If they come across a word they don’t know they should:
  • Look at initial sound and picture for clues.
  • Ask does it make sense?
  • Can they pick out a tricky word from the text.
  • Write out the tricky word.
  • Question them about what they have read. Ask their opinion. Discuss characters.
  • Please avoid comparing levels of siblings and friends. Children make progress at different rates.
  • Please handle books with care and return to school every day.
  • Please remember these books are costly and can be difficult to replace.
  • Parents will be asked to pay for any damaged or lost books.
  • Please do not allow children to write on any part of the book including the worksheet on the back page.

Key Elements of the Guided Reading Lesson:

  • Book Introduction : The teacher guides children through the new book and they predict what might happen.

  • Teach strategies to support independent reading: e.g.looking at initial first letters, word endings, punctuation marks, etc.

  • Reading of New Book: in Groups or individually, discussing  and explaining throughout.

  • Word Work: Sight Words and word families are taught in the context of the GR book. Using whiteboards or magnetic letters.

  • Comprehension Skills: Understanding and reflection is promoted through a variety of questions.

  • Literal questions ask children to  recall information directly stated in the text .

  • Deductive and Inferential Questions ask children to “read between the lines” and go beyond the information given.

  • Rereading familiar Text:  This is done in school and  at home. By this time children should be reading their book with ease.

The re reading of the familiar book is an integral part of Guided Reading reinforcing their new found knowledge, developing fluency and confidence as an independent reader.

  • Return and Respond to Text: Fluent Readers in First and Second Classes return to the text to discuss characters, form opinions, re write endings, design covers among other independent activities that develop their literacy skills.

Top Ten Writing Tips for Parents/Guardians

Top Ten  Writing Tips for Parents/Guardians

Infants to 1st

  1. Model writing yourself – shopping lists / letters / cards etc.
  2. Provide a special place for your child to write / scribble provide a variety of materials- crayons markers /pencils (box)
  3.  Display your child’s name as often as possible i.e. Sean’s Room.
  4.  Teach your child the letters in his own name.
  5.  Provide alphabet books friezes.
  6.  Write messages / reminders to your child.
  7. Encourage child to write his / her own messages. Computer.
  8. Praise your child’s efforts.
  9.  Ask child to read their own messages.
  10.  Respond to the messages and not to grammar and spelling

 

2nd to 4th

  1. Praise your child’s efforts – respond to the message and not spelling / handwriting grammar.
  2. Look for opportunities for purposeful writing activities at home – writing greeting cards, notes, telephone messages.
  3.  Encourage your child to use a word processor / computer.
  4.  Provide a quiet writing /study area for your child well equipped with pencils/ paper
  5.  Encourage your child to keep a diary.
  6.  Support your child’s spelling attempts.
  7.  Encourage him to have a go at spelling difficult words.
  8. Use scrapbooks to support the child’s hobby / special interests. Presents that support writing.
  9. Make sure your child has a dictionary to help with writing.
  10. Help child fill in personal details on forms etc.

5th and 6th 

  1.  Encourage your child to keep a diary. Respect privacy.
  2. Encourage your child to write for real purposes everyday – shopping lists / phone messages etc.
  3. Praise the effort and respond to the message and not the handwriting, grammar etc.
  4. Make sure that your child has access to a dictionary, thesaurus to help with writing.
  5. Allow your child work on a word processor.
  6. Try crossword puzzles and ‘Find the word puzzles’.
  7.  Provide a range of attractive writing materials – coloured pens, fancy paper.
  8.  Encourage your child to write greeting cards / thank you notes etc.
  9.  Encourage your child to take part in writing competitions / community projects.
  10.  Show your child that you value writing by writing yourself.