We have provided four books from the Ministry of Education that can be talked about with children when they are reading.
We have also included two literacy resources from Te Kura: Pets and Making Colours.
These resources include a basic reader and associated workbook. In the workbook are literacy tasks. The workbook identifies six learning goals:
- Identify different aspects of a word (eg size, rhyme)
- Hear all the sounds in a word
- Name something that starts with three specified letters
- Read three specified words
- Form two specified letters (handwriting)
- Write three specified words
In the first activity, the “supervisor” is asked to read out one word at a time, based on the theme of the resource. For example, in Pets the words are the names of animals and creatures – caterpillar, cat, dog, pig, elephant etc. The learner then identifies something about that word, eg whether the word is big or small, or the odd one out.
Other activities include counting syllables (“hold up a finger for each sound they hear”), hearing the beginning sound in a word, reading small words like “the” and “like”, making sentences, forming letters and writing words.
Learners can write in the workbook.
The types of stationery that would be useful for this book includes pencils, and an eraser.
Note that there is an assessment page at the end of the workbook where the supervisor records whether their student has reached each learning goal (yes, no or sometimes), and notes any comments. It is not necessary for parents and whānau to complete this, but it may be useful as a way to keep communicating about their learning for when the student returns to school.
This maths booklet has different problems to solve, based on real world items or scenarios. For example, Bead Patterns uses pictures of coloured beads as a way for learners to count the number of beads in a pattern, identify number sequences, or draw their own patterns. What’s In The Cupboard? encourages learners to collect objects from their kitchen cupboards and sort them into groups.
The learner needs to be supported to do the activities. There are guiding questions for parents and whānau included for each activity, eg “Ask your child to describe what the person in the picture is doing. Look for them to say that the person is find out which object is heaviest. Ask, ‘How will she know that that object is heaviest?’”.
Each activity starts with some notes for the parents and whānau that outlines:
- The purpose of the task
- Instructions on how to do the activity OR
- Some suggested ways to do the activity
The types of stationery that would be useful for this book includes pencils, coloured pencils, an eraser, ruler and writing pad paper.
Note that some of the activities suggest printing or making copies of the pages. This isn’t necessary to successfully do the activities, and remember they can be skipped. A possible workaround could be tracing copies of pages into the exercise book or a spare piece of paper. Note that some of the activities ask the learners to gather objects from specific locations in their home. It isn’t necessary for the task to be followed to this level of detail, eg for What’s In The Cupboard? objects don’t need to be from the kitchen – they could be from the bathroom, bedroom, all over the house, or even imagined. And remember activities can be skipped.
Start Right Workbook
This is an illustrated workbook that is targeted at 5- and 6-year olds.
It provides comprehensive coverage of the English and mathematics and statistics learning areas. It also has activities related to science, social sciences, technology, and health. The book has activities (organised into units) to help learners with their maths and general skills. It includes activities for spelling practice and handwriting skills. The book is for writing in and learners can pick the activities they want to do.
For example, Unit 1: Fabulous Food starts with a grid showing the letter A in both upper and lower case, a picture of a red apple (and a worm saying “Yum!”) and then the word “apple” spelled out. The letters have arrows that show the order and direction of pencil strokes to make the letters.
The learner is asked to look carefully at the letters and say the name of the letter out loud – “what does the letter sound like?” They are asked to think about how many types of food they can think of starting with that sound. They can then finger trace then pencil trace over the letter, following the arrows. Once they have done these, there are prompts to do the same for their favourite food, and their friend’s favourite food.
Other activities include matching exercises, word recognition, counting exercises and following instructions.
There are selected answers for units in the back of the book.
The types of stationery that would be useful for this book includes pencils, coloured pencils, and an eraser.
The activities are generally self-directed but learners will probably need some help to understand some of the words and ideas.
Three pens: Blue, Black, Red
One pencil and one eraser
1F4 exercise book
14B8 A4 writing pad