I hope you found the information valuable in the previous newsletter regarding how to support your child’s learning and reading at home. It’s been great to hear feedback that the questions that I supplied at helping you have a discussion with your child about a story. Keep up the reading!Â
As we near the end of another term, it’s a great time to reflect on the progress made in skills and confidence. Students have expanded their vocabulary, honed their editing skills, engaged in text discussions, made connections, and written both recounts and narratives. Together, we’ve shared ideas, planned, and worked through conferencing writing to improve. Throughout this semester, we’ve listened, spoken, read, and written in Standard Australian English (SAE). Â
For eligible EALD students, Progress Map levels will also be included in their report to track their development. These levels provide valuable insights for both teachers and parents, helping to monitor a student’s progress with their SAE language skills. While these levels are a helpful guide, it’s important to note that they’re quite broad, and it may take time for students to fully consolidate every aspect of the level they’re working in. The levels are assigned in collaboration with both the classroom teacher and myself. Students in Years P-2 use the Early Childhood Maps, while the Middle Childhood Maps are used for students in Years 3-6. Â
Sasha Key Â
(Mondays and Tuesdays)Â