Literacy & Maths @ Rangeview
Literacy & Maths @ Rangeview
How Rangeview teaches reading.
All students at Rangeview participate in Reading Workshop every day. During these sessions students learn effective strategies for life-long reading.
The reading session starts with a mini-lesson where the teacher demonstrates important strategies for reading. The children learn about the importance of comprehension, accuracy, fluency and expanding vocabulary when they are reading. A significant part of the Reading Workshop is devoted to the students reading independently and practising reading strategies with their just right books. Teachers conference with students. They work one to one with students to discuss and set reading goals. Students have an opportunity in Reading Workshop to respond to text read and think about the reading they have done.
Reading is more than just saying the words or getting from the beginning of the book to the end. To be successful readers, children need to be able to comprehend text. Research shows that there are strategies we can demonstrate to children as we read that will help them gain more understanding during reading.
Throughout the year, teachers explicitly teach comprehension strategies to aid understanding. The school has adopted a whole school approach to the explicit teaching of comprehension strategies.
Information and tips in relation to comprehension strategies are often included in the school newsletter. The best education for students occurs when teachers and parents work together. Some of the comprehension strategies are laid out here.
Students need to know What it is to monitor their comprehension:
Sometimes text does not make sense as you read it and students need to learn to recognize when this happens and stop to fix it. Students should stop regularly and check to make sure that they understand what they are reading.
Students need to know How to monitor comprehension:
While reading stop periodically to check for understanding.
If you do understand, keep reading.
If you do not understand, use a fix-up strategy to help you understand the text better.
Students need to know When it is helpful to monitor comprehension:
As you read all types of text.
Prior Knowledge & Connecting With Text
Successful readers use many strategies to fully understand what has been read.
This reminds me of…
We all have a huge filing cabinet of knowledge and information in our heads. Readers use their background knowledge to connect with text. Children need to be constantly encouraged to use their prior knowledge as they are reading. They need to activate the ‘switch.’
Readers comprehend better when they apply their knowledge of the book’s topic, their own experiences and the world around them. Some students are not able to relate to a text when they are reading. They feel like they are just forced to read something that has nothing to do with them. One of the best things you can do to help a struggling reader increase reading comprehension is help them to relate to a text. Good readers always do this without thinking about it, but it is a skill that can be easily learned.
Teachers model to children how to use prior knowledge and connect with text when reading. Children have many opportunities to practise the strategy in reading workshops at school.
How To Help Your Child Use This Strategy?
To help your child make connections while they are reading, ask him/her the following questions:
What does the book remind you of?
What do you already know about the book’s topic?
Does this book remind you of another book?
The students have been learning about questioning in Reading Workshop.
Good readers ask themselves questions. Through the use of questioning, students understand the text on a deeper level because questions clarify confusion and stimulate further interest in a topic.
Purpose of the strategy:
Through questioning, students are able to wonder about content and concepts before, during and after reading by:
• constructing meaning
• enhancing meaning
• finding answers
• solving problems
• finding specific information
• acquiring a body of information
• discovering new information
• propelling research efforts
• clarifying confusion
Some questions don’t have easy answers but all questions inspire thinking. It is important for readers to understand that some of our most interesting questions aren’t always answered in the text.
How to help your child use this strategy:
• model questioning in your own rereading
• ask "I wonder...." questions (open-ended)
• ask your child to come up with questions before reading to see if they are answered in the text
• keep track of questions ....verbally in an informal question log
• discuss what questions you still have after reading
There’s no doubt about it: Kids love to generate their own questions! Questioning makes reading fun. But to know how to question, your child needs to hear your questions first. This is not about asking your child questions. Instead, it’s about modelling what it means to be curious by sharing the questions you have while you read. Don’t rush the answers right away. Pose several questions and then let your child take a turn asking questions that come to his/her mind. You’re showing your child how to be an active player in the world of reading.
Visualising is a very useful strategy for successful reading. This strategy is also known as making pictures or movies in our head as we read.
Visualising is the creation of images in the mind as the student reads, processes and recalls what has been read. Using visualisation and discussing pictures in books help a reader increase comprehension.
Students have been practising and discussing the visualising strategy in their classrooms.
Readers can also use other senses to visualise. What kinds of things do you imagine as you are reading? Hearing? Smelling? Tasting? Feeling?
Purpose of the strategy:
Through visualising, students are able to :
• activate their prior knowledge
• gain a more complete understanding of what is being read
• match language to the images and improve their processing of ideas
• connect to text
It is important for students to know that the images we create in stories can differ from others even though we have read the same story.
We can also change our images in our mind as we read further in to stories.
Book Shopping in the Classroom / Buddy Reading / Classroom Library.
At Rangeview we aim for all children to be confident, creative users and communicators of Mathematics. Children are given lots of opportunities to explore and investigate Mathematics in their everyday lives. They also learn the ‘language’ of Mathematics. Children learn to ask basic Mathematical questions about their world, and to identify simple strategies to investigate solutions.
Children use materials such as blocks, dice, playing cards, counters, Lego, play-doh, streamers, teddy bears and many more things, to help them solve mathematical problems.
Maths is very ‘hands on’ in the classroom.
This year all children in school have access to the online Mathletics Program. This is a fantastic program that children can do at home to support their mathematical learning.
As a parent you are your child’s first teacher and many children come to school already knowing a lot about numbers and mathematical concepts.
There are three different areas that children explore during their Foundation year.
Number and Algebra
Students initially work with numbers and number names up to 20 They estimate the size of sets, and use counting strategies to solve problems that involve comparing, combining and separating sets. They count up to and back from 20. Students order numbers up to 10.
Measurement and Geometry
Students measure and weigh familiar objects. They compare lengths, masses and capacities of familiar objects. They place familiar events in order, explain their duration, and match days of the week to familiar events.
Students identify simple shapes in their environment and sort shapes by their common and distinctive features. They use simple statements and gestures to describe location.
Statistics and Probability
Students sort familiar data into sets and use these to answer yes/no questions and make simple true/false statements about the data.
These three areas are taught in each level throughout the school and expanded on based on the National Curriculum. There is a team approach to planning with a minimum of five hours of Mathematics per week. The lessons entail a variety of warm up games and tuning in activities to engage our students and put them in a positive frame of mind at the start of each lesson.
Students learn skills, which will enable them to use mathematics in everyday life and thus become numerate citizens.
At Rangeview there is a greater emphasis on providing students with frequent exposure to higher-level mathematical thinking. To stimulate enthusiasm and a love for Mathematics Rangeview provides opportunities to Level 5 and 6 students to participate in a Maths Problem solving contest called Olympiad. The aim is not only to develop Mathematical flexibility in solving problems but also to provide for the satisfaction, joy, and thrill of meeting challenges.
Rangeview also offers a Mathematics program aimed at assisting students who have learning difficulties in basic mathematic operations. Quicksmart encourages Level 5 and 6 students to become quick in their response speed and smart in their understanding and strategy use. The results have been encouraging and have provided students with a sound base to further support their maths learning.
There are many ways that you can help your child with Mathematics. Below are just a few suggestions.
Some Things You Can Do To Help Your Child At Home.
- Be positive with your approach to Mathematics.
- Talk with your child about every day objects in a mathematical way e.g. “This plate is round. We call a round shape a circle.”
- Let them help you with simple tasks such as setting the table. Say things like, “We need four plates. One for each of us.”
- Help your child to take risks. It’s O.K. to make a mistake.
- Have fun. Activities such as cooking are excellent for learning many mathematical concepts such as half full, more, less, millilitres and grams.