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28-05-2016 16:35 #71
28-05-2016 16:37 #72
28-05-2016 17:27 #73
Anecdotally though, Vic schools (and I include parents in this) seem to have a zealous obsession with sight words in the early years. It shocked me as DD had learned using a more phonics heavy system. She transitioned easily to Vic and, while she had no idea what colour word level she was on, she could already read most of the words and moved straight on to spelling them (grade 1).
28-05-2016 17:29 #74
Also, no 4 year olds would be expected to do those things (since it is end of year expectations) and it is only Feb, Mar and Apr babies who can start at 2 (and 28-31 Jan birthdays).
28-05-2016 18:49 #75
28-05-2016 19:05 #76
28-05-2016 19:12 #77
28-05-2016 19:25 #78
To parents in Vic (or schools with prep starting age 5/6)
In a nutshell, teachers teach children to read whilst focussing on meaning rather than code. After all, if children are simply barking at print with no comprehension then they will not find reading enjoyable at all. L3 involves the teacher working with small groups of 2 or 3 children in the "engine room" whilst the rest of the class choose their own literacy based activity. Some teachers do rotations, other teachers let the children choose their own activities but have a couple of activities that students must do. It means the children are directing their own learning which means more children are engaged.
A typical morning would be the teacher reading with each group (3 times a week at least) for about 10 mins. Whilst the teacher is doing reading groups, children will do go around doing their given activities that range from spelling, independent writing, familiar reading book, maths activity, etc.
Last edited by BigRedV; 28-05-2016 at 19:38.
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Elijahs Mum (28-05-2016)
28-05-2016 19:35 #79
Stretched her comments were in the context of what was expected by the end of term 1. I know this is just one school but it's enlightening as there's no way shape or form my son's school is teaching to that.
28-05-2016 21:21 #80
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