Contents

1. Welcome to Kaharoa School

2. Key Routines and Helpful Tips

3. Parent guide for school entrant skills

- The reading standard

- The writing standard

- The oral language standard

- The maths standard

4. Year One expectations

5. How can I help my child with

- Reading

- Writing

- Handwriting

- Oral Language

- Maths

6. School Entry Assessment

7. Homework

8. P.T.A and B.O.T.

Welcome to Kaharoa School

Dear Parents

Welcome to the Kaharoa School Community. We are a proud school, proud of

our achievements and proud of the environment that we create for our

children. We invite you to become a full participating member of this

community, so that we can ensure that the school remains a vital and active

place for your child, for the community and for you.

This booklet contains an array of information which will keep you informed in

the early stages of your contact with the school. We hope you find this useful

and informative.

If you have any concerns or queries, please do not hesitate to contact your

child’s teacher or the school. We hope that your and your child’s experience

with the school over the future years is one of happiness, achievement and

success.

Yours sincerely

Jo Clark

(Teacher of year 0/1)

Kaharoa School

R.D.2 Rotorua

3096

Phone (07) 332 3444 Email. office@kaharoa.school.nz

Key Routines and Helpful Tips!

We are committed to creating an atmosphere of warmth, security and

acceptance where children are willing to take risks (‘give it a go’) and achieve

their full potential.

Developing independence is important:

Arriving at school before the 8:50am start is best. This gives your child

time to settle in. If you have previously agreed on a little routine before

you leave (eg. read a book to them, give them a hug and go; or listen to

the roll, hug then go) we have found children tend to be more settled and

confident, especially in the first few weeks.

Buying your child a big school bag is a great investment. Bags quickly

fill with discarded jerseys, books, artwork, lunchbox, drink bottle, togs &

towel…etc.

We like children to take responsibility for their own clothing. It is best to

name all clothing, particularly jerseys and shoes.

Learning how to tie up shoelaces is a really useful skill. Better still buy

shoes that use velcro and are easy to pull on and off as children often

need to remove them in a hurry (and sometimes in a large crowd) before

entering the Kokako Centre, before gymnastics and before swimming.

The most useful shoes to buy for school are running shoes. They are

excellent for our daily fitness programmes including running, cross

country, athletics, dancing, skipping and playground times and activities.

We like children to take responsibility for their own home-bags –

taking these out of their school bags, unpacking books and selecting

new books (preferably done before school starts), then repacking these

at the end of the day.

We have a compulsory school summer hat and school sports uniform available

to purchase from the office. School tracksuits are also available for those that

wish. There are formal reporting times each year (interviews and written

reports) but we welcome parents to discuss their children’s progress at any

time. Organising a time with a teacher beforehand is a good idea as they may

have other commitments.

These are skills that children should possess before starting school. They are

explained in more detail over the next few pages…

PARENT GUIDE FOR SCHOOL

ENTRANT SKILLS

Reading Writing Oral Maths

1. Will happily sit and listen to a story.

2. Know we read from front to back of book and left to right on the page.

3. Know the sounds for 10 letters.

4. Can retell a story using pictures.

5. Can suggest a rhyming word to complete the pattern E.g. “Jack and Jill went up the _____”.

1. Can hold a writing tool, securely approximating the correct grip.

2. Can write an approximation of their name with 5 letters correct.

3. Draw pictures about their experience.

4. Attempts to form letters and shapes to convey a message.

5. Attempts to read back their writing.

1. Speak in a sentence.

2. Recount a personal experience.

3. Listen and respond to two-part instructions

4. Able to answer a question with relevant sentence.

5. Able to ask for help when needed.

1. Say the numbers from 1 to 10 in the correct order.

2. Make sets to 5 using 1-1 matching.

3. Recognise numerals to 5.

4. Knows basic colours and shapes and can sort objects by colour, shape or size.

5. Can use positional words correctly E.g. above, below, beside, under, in front, behind.

THE READING STANDARD

In order to meet the needs of the National Standards, students should be able

to complete the following tasks at school entry.

KEY CHARACTERISTICS OF SUCCESSFUL LEARNERS AT SCHOOL ENTRY KEY CHARACTERISTICS EXAMPLES

1. Will happily sit and listen to a story.

At home students will ask for books to be read to them. Students are accustomed to bed time stories. Students know that books are entertaining and fun.

2. Know we read from front to back of book and left to right on the page.

Students can hold a book the right way when it is passed to them. Students can indicate where the story starts. Students know the difference between words / letters and pictures.

3. Know the sounds for 10 letters.

Students can read their name. Students understand the letters have names and sounds. Students can make 10 sounds for any letters in the alphabet.

4. Can retell a story using pictures.

After being read a picture book they can retell it going through the pages using the illustrations as prompts. Students can draw a picture of a personal experience and explain the experience to someone.

5. Can suggest a rhyming word to complete the pattern.

“Jack and Jill went up the _____” “1,2,3,4,5; once I caught a fish “

School Entry

THE WRITING STANDARD

In order to meet the needs of the National Standards, students should be able

to complete the following tasks at school entry.

KEY CHARACTERISTICS OF SUCCESSFUL LEARNERS AT SCHOOL ENTRY KEY CHARACTERISTICS EXAMPLES

1. Can hold a writing tool securely approximating the correct grip.

The Correct Grip;

2. Can write an approximation of their name with 5 letters correct.

Correct means that the letters are clearly intended to be the right letters. Letters may be backwards (e.g. ‘n’ may have the stick on the wrong side).

3. Draw pictures about their experience.

4. Attempts to form letters and shapes to convey a message.

Sometimes referred to as ‘magic writing’ this is where students play at writing and either read what they have ‘written’ or may ask an adult to read what they have done. Students know that the purpose of writing is to convey information to an audience.

5. Attempts to read back their writing.

Students will make approximations in their writing of words often identifying initial sounds only. They know the story by memory and will use the initial letter sounds to help recall the meaning of their story.

School Entry

THE ORAL STANDARD

In order to meet the needs of the National Standards, students should be able

to complete the following tasks at school entry.

KEY CHARACTERISTICS OF SUCCESSFUL LEARNERS AT SCHOOL ENTRY KEY CHARACTERISTICS EXAMPLES

1. Speak in a sentence.

Students give whole sentence answers to open questions rather than rely on verbs and nouns in isolation; “What did you have for dinner last night?”

Appropriate Inappropriate

“ I am going home.” “Me home.”

2. Recount a personal experience.

Students can tell about a significant recent event like their birthday including significant details. Can explain who lives in their house using appropriate nouns.

3. Listen and respond to two-part instructions.

Will successfully complete directions like; “Go to the toilet then wash your hands” “ Finish your dinner then put the plate on the bench.”

4. Able to answer a question with a relevant sentence.

When students don’t know how to answer a question they say something completely unrelated e.g. Q “What is your name?” A “Dog running.”

5. Able to ask for help when needed.

Students at school need to be able to clearly express their needs. Using the toilet or being unsure of what to do with a set task are two instances where students need confidence to approach their teacher to ask for help.

School Entry

THE MATHEMATICS STANDARD

n order to meet the needs of the National Standards, students should be able to complete the following tasks at school entry.

KEY CHARACTERISTICS OF SUCCESSFUL LEARNERS AT SCHOOL ENTRY KEY CHARACTERISTICS EXAMPLES

1. Say the numbers from 1 – 10 in the correct order.

This does not necessarily mean counting ten things. Counting is a more complex task than having the numbers 1-10 learned by rote.

2. Make sets to 5 using 1-1 matching.

This means the students can use counters or beans to make a set. e.g. “Can you make me a set (group) of four things?” The students would count out four counters and then show the questioner the group.

3. Recognise numerals to 5. When shown cards with 1-5 written on them – out of sequence – students can successfully identify all of them.

4. Know basic colours and shapes and can sort objects by colour, shape or size.

Students know most of the below; - square, triangle, rectangle/oblong, circle, oval. - red, blue, green, orange, yellow, pink, white, black. Given a set of objects students will sort them into some sort of order using type of shape, colour or size as classification.

5. Can use positional words correctly

Positional words: -above, below, beside, under, in front, behind Comparatives: -bigger than, smaller than, taller than, heavier, lighter, older.

School Entry

Year One Expectations

We would like to share with you our expectations for your child while they are in year

one. The expectations stated here are in core curriculum areas and are what we expect

your child to achieve by the END of their first year of school. We really value your help

and support at home, and realise that some children may achieve these expectations

quickly and move on, while others may take more time to achieve results.

Remember: Not all children develop at the same rate. Lots of support,

praise and encouragement will help your child take risks and feel confident

enough to make progress.

By the end of year one pupils should be able to:

English (Speaking and Listening)

Initiate a simple conversation, ask questions.

Talk about personal experiences one to one and in groups with peers and adults.

Listen and respond to others’ instructions or questions.

English (Reading)

- Begin to use and integrate reading strategies and show a knowledge of the reading

process using such skills as:

Reading from left to right.

Pointing one to one.

Recognising a number of basic words.

Using picture cues.

Using initial sound cues.

- Select a variety of material to read for enjoyment.

- Experience a range of reading material.

- Know the names and sounds of most letters in the alphabet.

- Recognise full stops, commas, question marks, speech marks.

English (Writing)

- Write spontaneously to record personal experiences.

- Write on a variety of topics.

- Use writing aids (eg. alphabet cards and word lists).

- Write more than one sentence independently, recording known words and

dominant sounds for unknown words.

English (Spelling)

- Spell a number of words correctly.

- Attempt unknown words using letter/sound knowledge.

English (Handwriting)

- Hold their pencil correctly using a 3-finger grip.

- Form most letters correctly (refer to Handwriting supplement attached).

Mathematics

- Rote count to 20 or more, counting forwards and backwards in 1s, 2s, 5s and 10s.

- Form sets of objects up to 10.

- Read and write numerals to 20.

- Complete simple addition/subtraction facts with whole numbers to 10 using

equipment, work out small addition problems without equipment (imaging) and

memorise some basic addition and subtraction facts.

- Identify and describe 2 dimensional objects.

- Make and describe repeating and sequential patterns with up to 3 shapes, numbers

or objects.

- Read and discuss aspects of time including; days of the week, and clocks (analogue

and digital) to the hour and half hour.

- Money - identify and order in value coins and small notes.

- Use non-standard units of measurement to compare length, weight and capacity.

How can I Help my Child with

Reading?

Read to your child as often as you can.

Let your children see you reading.

Encourage your child to choose books you

read together and help your child to tell

the story from pictures in the book.

Read their favourite books again and again

and again!

Provide CDs of stories and songs to play in the car on long journeys.

Help your child to recognise his/her name.

Select books that use repetition to capture the rhythm of language (eg.

Dr Seuss, Hairy Maclary). Point to the words occasionally – have your

child predict what will come next.

Read and sing nursery rhymes.

Tell stories on the way to the shop, at

bath time, at bed time (this is a wonderful,

relaxing way to finish their day resulting in lots

of hugs and better sleep).

Read and talk together about signs out in

the community, pamphlets, shopping lists etc.

Fill your child’s room with posters, books,

the alphabet, pictures and mobiles of book characters.

Go to the library or bookshop and choose books together.

How can I help my Child with

Writing?

Model writing yourself and share this with your child.

Talk about print in the environment (eg. stop signs, McDonalds etc.)

Write about what you are doing (especially on holidays).

Write messages to your child (eg. a secret note in their lunchbox!)

Have a special place for your child to write.

Provide paper (including old newspapers, envelopes,

bank deposit forms, the back of photocopying…) and

pencils, crayons, felts, scissors, glue etc.

Talk about the alphabet and play alphabet games (eg.

‘I Spy’ or ‘I Hear’ – using letter sounds).

Provide letter charts, magnetic letters or alphabet blocks for

your child to play with.

Display your child’s name often and let him/her write it whenever

possible.

Help them to write a letter or email, make a sign for their bedroom door,

write on the shopping list etc.

Most importantly, respond positively to the message in your child’s writing,

not the letter formation or spelling. These things will develop as your child

progresses through the different phases in schooling. Encourage your child to

just ‘have a go’.

Handwriting

To help your child form letters correctly in all their writing (not just their

handwriting book!) we thought this chart might be of help to you at home.

Please use this guide to show them where to start and which way to go.

How can I help my Child with Oral

Language?

The most important ‘readiness’ work you can do is to regularly talk about

different things with your child. Encourage him/her to describe things and give

opinions.

Talk about signs, displays, advertisements etc. in the community.

Introduce rhymes and finger plays (eg. Humpty Dumpty, Twinkle Twinkle

Little Star, Round and Round the Garden Like a Teddy Bear).

Solve problems together (eg. hiding and locating objects, placing shapes

in a posting box).

Provide toys and household materials that help your child learn while

stimulating talk. For example:

Blocks

Plasticine, playdough or modelling clay

Dolls and soft toys

Jigsaws

Dress-up box

Moveable toys (eg. cars, balls, bikes)

Swing, sandpit, playhouse

Enrol in a toy library and book library

Play games that motivate children to learn language (eg. ‘I Spy’, rhyming

words, jokes, riddles)

How can I Help my Child with

Maths?

Counting

Young children love to count. Practise counting anything you can find –

cutlery while setting the table, toys to tidy away, pairs of shoes or rooms in

the house etc. Count forwards and backwards with them.

Look for numbers around the house and in the

neighbourhood – on packets, letterboxes, road signs,

number plates, price tags, clocks and clothing labels.

Play cards, board games and dominoes.

Use the calendar – how many sleeps until…? What date will it be when we…?

What is the date three days before… the day after the…?

Write numerals… in the sand, with water bottles, with paint, felts, pens,

anything you can find.

Make groups (get the right number of…to match how many people are here)

and share food (etc.) out among people so that everybody gets an equal

amount.

Sorting, Comparing, Ordering, Patterning and Matching

Ask your child to sort their toys into groups according to size or

colour when tidying. Name the colours. Sort cutlery or nails and

screws into containers. Name and describe shapes.

Stand back to back and compare heights. Compare shoe size, the number of

buttons on coats or who has the most/least of something.

Order family members, toys or even vegetables from tallest to shortest, oldest

to youngest, smallest to biggest or lightest to heaviest. Use terms such as

above, below, beside, in front of, behind, under, over, before, after…

Look at patterns around you such as on wallpaper or curtains. Try copying

and/or repeating a pattern. Create patterns using shells, leaves, felts... Make

rhythmic patterns by clapping or dancing.

Find matching socks in the laundry or a cup to match a saucer. Do jigsaw

puzzles together. Play memory card games, or snap.

School Entry Assessment

This was developed as a National monitoring programme, and has

been adapted to give more information to teachers. We assess

children’s skills and understandings soon after they enter school

(usually tested within the first month of starting school). This helps

us to plan each child’s learning programme.

It consists of:

Alphabet knowledge (letter names and sounds)

Basic word knowledge (including name recognition)

Maths – numeral recognition, counting (forwards and

backwards), ordering, number before and after, any knowledge

of addition.

Oral language – knowledge of colours, body parts, able to copy

sentences of varying complexity.

Completion of a self-portrait

CAP (Concepts About Print) – general book knowledge (e.g.

knowing where to start reading from, knowledge of letters and

words, first and last, punctuation…) – this does not involve the

child actually reading.

Running Record – a sample of their reading (looking at accuracy

in finger pointing, any word knowledge)

Basic word writing (writing as many words as they can within

10 minutes, including name/s)

Dictation (hearing and recording sounds in words) – an

advanced test for those that are ready, recording a story

including known words and as many sounds as possible for

unknown words.

Homework

From the first day of school children will come home with homework in their

home-bags. In the New Entrant class homework usually consists of readers

(read in class that day or earlier, or set at a level below those that are read in

class) and poems.

When helping your child with homework, please remember these points:

As a general guide in the Junior School, homework should be at

the most 15 minutes long.

Children get very tired after a long day at school. If your child is

unhappy or stressed about doing a homework task, don’t push

them to complete it. We want the children to be enthusiastic

about their learning, both at home and at school.

Please find a suitable time to help your child with homework

(when they have had some time to unwind and relax after school,

or before school if time permits).

We encourage the children to complete their own homework with

some input and assistance from parents.

Homework tasks are a revision of things already taught at school.

P.T.A. (Parent Teacher

Association)

A group of parents meet once a month to:

Find out about programmes and events throughout the school.

Help organise fundraising events.

Contribute to the corporate life of the school by helping to

improve resources and equipment that your child will use.

Please contact the school office to find out more about this group

and when they meet.

B.O.T. (Board of Trustees)

A group of selected and co-opted caregivers and staff who meet

once a month to:

Govern our school and ensure our policies reflect our

community needs.

The B.O.T. meetings are open and caregivers are welcome to attend.

Please contact the school office for more information about the

Board of Trustees.