Kindergarten Curriculum > Communication, language and English literacy
Moussa Ibn Nossair St. Fax: (202) 22742505
El-Obour City Email: gvs@link.net
Cairo, Egypt P.O. 70 El Obour 11282
El-Obour City Email: gvs@link.net
Cairo, Egypt P.O. 70 El Obour 11282
| Copyright © 2007 | All Rights Reserved | Contact Webmaster >>> |
- Step 1 expect children to represent the correct letter for
the phoneme in initial position in a word, so long as they know
the letter. - Similarly, at step 2, expect them to represent the initial
and final phonemes, again subject to their letter knowledge. - At step 3, expect children to write CVC words and also to
make a reasonable representation of other words: ‘it macs me
laf wen he frituns evre wun’ (it makes me laugh when he
frightens everyone). - At step 4, children will be hearing both consonants in a
cluster. However, most children can
those at the end, eg –nt, –lp.
At step 5, children know one representation for each long vowel
phoneme so their writing should show most phonemes represented by
letters, although the di/ trigraph may be inaccurate.
In addition to teaching phonics, there is a list of high frequency
words (see list of high frequency words).
It is taught as ‘sight words’ – words which need to be recognised as
visual wholes without much
attention to the grapheme–phoneme correspondences in them, except
when those correspondences are straightforward. The children are
expected to know 50 words in this list by the end of KG2
Reading
With the implementation of ‘literacy Hour ‘and 'ORT' reading scheme,
GVS is aiming at encouraging children to become independent learners.
Our ultimate aim for reading is to enable all children to become
effective readers. Reading is the most vital skill learnt in GVS. It is
about enjoyment, making sense of text and understanding, and learning
to read to obtain information as well as experiencing satisfaction and
pleasure.
We actively encourage the involvement of parents in the child’s reading
development. Books / words go home for co-operative reading and one
of the key aspects of our homework policy is reading whether it is being
read to, read with, or reading independently
The children begin with picture books to promote discussion in English.
Throughout the kindergarten stage the children build up their sight
vocabulary, Knowledge, understanding of letter sounds and names and
rhyming words using strategies introduced in the 'literacy hour'. Once
key words are learned, books with written stories are introduced. At
GVS reading experience is derived from a well stocked fiction and non
fiction library. Various reading schemes are also used to support the
developing reader. Multiple copies of books will be used in Guided
Reading sessions.
With the implementation of ‘literacy Hour ‘and 'ORT' reading scheme,
GVS is aiming at encouraging children to become independent learners.
Our ultimate aim for reading is to enable all children to become
effective readers. Reading is the most vital skill learnt in GVS. It is
about enjoyment, making sense of text and understanding, and learning
to read to obtain information as well as experiencing satisfaction and
pleasure.
We actively encourage the involvement of parents in the child’s reading
development. Books / words go home for co-operative reading and one
of the key aspects of our homework policy is reading whether it is being
read to, read with, or reading independently
The children begin with picture books to promote discussion in English.
Throughout the kindergarten stage the children build up their sight
vocabulary, Knowledge, understanding of letter sounds and names and
rhyming words using strategies introduced in the 'literacy hour'. Once
key words are learned, books with written stories are introduced. At
GVS reading experience is derived from a well stocked fiction and non
fiction library. Various reading schemes are also used to support the
developing reader. Multiple copies of books will be used in Guided
Reading sessions.
Writing
From the beginning of KG we encourage the children to make marks
on paper, as the year progresses the children will experience a
range of writing techniques. This will encompass copy writing,
emergent writing and the use of individual wordbooks and
dictionaries.
We introduce the Nelson Style of handwriting and we encourage
correct formation of letters in any piece of work.
'See letter formation guideline'.
By the end of kindergarten stage the children should be able to
hold a pencil correctly and confidently; write in correct letter
formation with flicks to start the cursive handwriting in primary
one. The children are encouraged to write for a variety of
purposes:
From the beginning of KG we encourage the children to make marks
on paper, as the year progresses the children will experience a
range of writing techniques. This will encompass copy writing,
emergent writing and the use of individual wordbooks and
dictionaries.
We introduce the Nelson Style of handwriting and we encourage
correct formation of letters in any piece of work.
'See letter formation guideline'.
By the end of kindergarten stage the children should be able to
hold a pencil correctly and confidently; write in correct letter
formation with flicks to start the cursive handwriting in primary
one. The children are encouraged to write for a variety of
purposes:
- Letters
- Diaries
- Factual accounts
- Stories
Expect your child to:
You can help your child by talking to him /her at home as often as
possible in English. This is very important, as your child will learn
that you appreciate his/her efforts to converse in English. Reading
storybooks with your child at home will also be beneficial in
reinforcing the importance of language.
- share and enjoy a rich variety of quality texts
- listen to stories, poems and music
- be involved in many activities to help your child with language
acquisition - learn how to handle books carefully
- use games and puzzles
- be encouraged to express himself/herself in small and large
group situations - be involved in small-scale imaginative play to promote the use
of language - extend his/her vocabulary with special tables and topic work
- experiment with, practice and apply their communication and
language learning across a wide range of play and practical
activities - locating and using written language in the environment of the
home ,the school, and the local areas - be involved in many audio/ visual language exercises .
You can help your child by talking to him /her at home as often as
possible in English. This is very important, as your child will learn
that you appreciate his/her efforts to converse in English. Reading
storybooks with your child at home will also be beneficial in
reinforcing the importance of language.
| Green Valley School |
| Since 1998 |
Speaking and listening
We believe that speaking and listening is a vital and integral
part of the curriculum and we endeavour to incorporate it into
all aspects of teaching and learning. We provide children with a
variety of opportunities to gain confidence and develop as
active speakers and listeners. Children are given opportunities
to speak in pairs, small groups, to the large group at assemblies
and are encouraged to speak in front of their peers. They share
their news, feed back information from reading and research,
and give opinions in circle time and across the curriculum.
Through the same range of activities, children are encouraged
to listen to others, respect turn taking within conversations
and ask appropriate questions.
Role play and drama activities are used in literacy to encourage
imagination and plot development. Children will be encouraged to
use a range of dramatic forms to express feelings and ideas
both verbally and non-verbally. Children will be encouraged to
appreciate drama, both as participants and observers.
Children will be involved in larger presentations and
performances throughout the year
We believe that speaking and listening is a vital and integral
part of the curriculum and we endeavour to incorporate it into
all aspects of teaching and learning. We provide children with a
variety of opportunities to gain confidence and develop as
active speakers and listeners. Children are given opportunities
to speak in pairs, small groups, to the large group at assemblies
and are encouraged to speak in front of their peers. They share
their news, feed back information from reading and research,
and give opinions in circle time and across the curriculum.
Through the same range of activities, children are encouraged
to listen to others, respect turn taking within conversations
and ask appropriate questions.
Role play and drama activities are used in literacy to encourage
imagination and plot development. Children will be encouraged to
use a range of dramatic forms to express feelings and ideas
both verbally and non-verbally. Children will be encouraged to
appreciate drama, both as participants and observers.
Children will be involved in larger presentations and
performances throughout the year
Linking sounds and letters
Phonics is necessary for children to learn to read and spell.
Phonics involves two skills - blending and segmentation - and
knowledge of graphemes (written letters or groups of letters)
and Phonemes (the smallest unit of sound in a word). At GVS we
follow systematic, ‘high quality phonic work’. It enables children
understand and apply.
By KG2, children should start assimilating some of the spelling
conventions into their writing.
9For instance, through kindergarten stage these are the steps to
be followed :
Phonics is necessary for children to learn to read and spell.
Phonics involves two skills - blending and segmentation - and
knowledge of graphemes (written letters or groups of letters)
and Phonemes (the smallest unit of sound in a word). At GVS we
follow systematic, ‘high quality phonic work’. It enables children
- to see grapheme–phoneme correspondences in a clearly
defined sequence - to apply the highly important skill of blending phonemes in
the order in which they occur, all through the word to
read it - to apply the skills of segmenting words into their
constituent phonemes to spell - to see blending and segmenting are reversible processes.
between reading and spelling
understand and apply.
By KG2, children should start assimilating some of the spelling
conventions into their writing.
9For instance, through kindergarten stage these are the steps to
be followed :