Just a reminder that there is RES Senior Choir tomorrow (Wednesday) at 12:00 in the music room. Students will rehearse until 12:30 and then be dismissed to their classrooms for lunch so please make sure that choir students have a lunch at school tomorrow. Registration forms have been distributed and were due back Tuesday. Please return your form so you can have access to the class code to the REMIND app.
RES is again joining the Terry Fox Marathon of Hope!
The staff and students at Raymond Elementary are participating in the National School Terry
Fox Run. Our school theme is “TOONIES for TERRY”. Students are invited to bring a single
Toonie to the RES OFFICE to donate to cancer research starting on:
Monday, Sept. 25th -- Wednesday, Sept. 27th. Our Terry Fox Run will take place on:
Thursday, September 28th, 2017
At 2:00pm @ RES GYM - PLEASE WEAR RED – Parents are welcome!
As of 11:00 am, the air quality health index is at 2. This indicates a very low health risk and so children will be going outside for lunch recess. We will continue to monitor the air quality and make decisions as it changes.
2017-2018 School Fees have been set. Please visit the office as soon as possible to make arrangements to pay these. We accept cash, debit, cheque, and EFT arrangements.
The fee schedule is as follows:
Grades 1 - 6
Transportation Supplement $10.00
Classroom Library (Repair, replacement, purchase) $5.00
Student Council $10.00
Student Insurance $1.50
Total $26.50 **Optional Year book $15.00 Total $41.50
**Kindergarten fees have been approved as established in the spring.
As you are all aware, the air quality is very poor in many parts of Westwind. There have been alerts to this effect for the past 24 to 36 hours. Raymond Elementary School remains open but we are taking the following precautionary measures:
~ All students will remain inside for recess
~ PE classes will be inside
~ All double doors will be closed to minimize the amount of smoke entering the building
We are asking all parents and visitors to our school to enter and exit the building quickly, making sure doors are closed behind them. This will limit the amount of smoke entering the school.
If you have any questions, please call the school 403-752-3004.
The first International Literacy Day was celebrated in 1967 and this tradition has been held annually for 50 years. International Literacy Day is an initiative developed by the United Nations to highlight the importance of literacy and to help raise awareness about modern challenges facing literacy education.
Today every Grade One Student at Raymond Elementary received a "We have Reading Covered" blanket compliments of Westwind School Division & Board of Trustees. They also received the book Splat the Cat: Back to School, Splat! by Rob Scotton.
Thank you to our Board Member Mr. Stephan Heggie and Mrs. Dixie Heggie for helping hand out the books and blankets!
Monday, September 11, 2017.
5:30-6:30 PM Family BBQ
6:30-7:30 PM Meet The Staff
Hope to see everyone there!
September 5, 2017 is the first day back to school for Grades 1-6 students.
8:20 AM-3:20 PM
September 6, 2017 is the first day of school for Kindergarten students.
AM Classes- 8:20-11:20
PM Classes 12:20-3:20
The focus of the time teachers will spend with Dr. Guskey is on standards based grading and reporting. It builds on the foundational teacher practice of skillful formative assessment in the classroom. It will give teachers an opportunity to learn together, examine existing practices, thoughtfully plan our way forward, and purposefully incorporate desired practices into our process of continual improvement. We affirm that the skill set of the classroom teacher is the factor with the greatest impact on student learning.Read More
This article is a copy of a PDF made by dreambox learning
The National Summer Learning Association says students can lose up to three months of academic growth during the summer break when they’re not in school. This phenomenon, commonly referred to as the “summer slide,” is completely avoidable. To help your children retain math concepts all year long, aim for thirty minutes three times a week, and the only slide your kids will experience this summer is the kind in the playgrounds and pools.
Numbers and Operations
Developing number sense. Counting, estimating, adding, subtracting, multiplying, and working with fractions and money are important skills for your child. The more children use numbers, the better they understand number relationships. Simple card games can help kids develop matching and value recognition skills. Start with an easy-to-learn game like “War” that teaches them to identify numbers greater than or less than others.
Finding and understanding patterns. Create patterns with your child using numbers, shapes, or objects, and ask them what comes next. If there are six shapes repeated in the pattern, ask what shape will be in the tenth spot. Point out designs and ask your child to identify the pattern. The more you discuss patterns, the more instinctively your child will recognize them.
Exploring two-dimensional figures. Most kids love to draw. Why not incorporate shapes and geometric vocabulary into the mix? Ask your child to make an ice cream cone using two shapes. Then talk about the attributes of the shapes. How many sides does a triangle have? How many angles? Which lines are parallel?
Understanding three-dimensional objects. Using building sets, ask your child to create a structure for a certain purpose (e.g., to house the horses) or that meets certain criteria (e.g., has a way for people to enter and exit). After they build their structure, ask them to describe how it functions to meet its given purpose.
Create a project together that requires measurement (e.g., build a birdhouse, sew a quilt, or bake some brownies). Discuss the tools you use and how to get exact measurements.
Data Analysis and Probability
Graphing research. Collect data, organize it, and interpret the results together. For example, research the most popular car colour in your neighborhood. First, predict what colour will be the winner. Then go for a walk and Probability with notebook in hand, and record the car colours you see. When you get home, create a bar graph together.
Solving everyday problems. Involve your child in real-life problem solving by thinking out loud and Process explaining your reasoning. When planting a garden, how many seed packets will we need? Calculate how many seeds we’ll need per row at six inches apart. What tool should we measure with or should we estimate? The more kids hear your reasoning, the more comfortable they’ll become using math.
7 Strategies to Help Your Child Become a Better Reader
- Ask Questions Before Reading:
- “What do you think this book will be about?”
- “What do you think will happen to the character on the cover?”
- “What does the title mean?”
- “Why do you think the author chose that title?”
- Ask Questions During Reading:
- “Why does that boy look sad?”
- “What is the mom looking for?”
- “What does ‘endangered’ mean?”
- “Where is the dog going?”
- Make Predictions:
- “What do you think will happen next?”
- “Why do you think that will happen?”
- “Let’s read on and see if your prediction is correct!”
- Make Connections to Your Own Lives:
- “That reminds me of...”
- “That looks like...”
- “Do you remember when...”
- Make Connections to Other Books:
- “This is like when we read...”
- “This book is like...”
- “Remember when... happened in...”
- Visualize and Create Sensory Images:
- Close your eyes and picture it in your head. Can you see it?
- Imagine it. Can you see all of the beautiful colours?
- What does it smell like?
- Imagine how loud it is? What can you hear?
- What wold you feel?
- Reflect on The Books:
- Did you like this book or not? What makes you say that?
- Tell me about the book.
- What happened?
- What was your favourite part?
- Who else might like this book?
- Should we read other books by this author?
What Does The Research Say?
Current research in reading reveals that when parents engage in teaching their children about reading skills, the children make significant progress in those skills.
By helping parents engage their children in home literacy events that are directly related to their work in school, parents and children are more likely to perceive the activities as making a difference and also more likely to directly experience the difference.
When teachers provide parents with the explanations and support they need to follow through with literacy activities and events, parents are more likely to develop the knowledge and skills that will support development and perception of themselves as partners in their child’s learning. (Hindin & Paratore, 2014)
Common Ways Children Learn To Read
Every child learns to read in their own way. In their book, From Your Child’s Teacher, Bright, McMullin and Platt discuss some of the common strategies that school age children are taught to use are:
- Sight Words. Many classrooms teach children sight words. These are highly recognizable, frequent words that students memorize in order to improve fluency.
- Phonics. Many children learn to read by sounding words out.They learn and understand that letters have sounds and sounds can be put together to make words. This is an important skill for all children to understand as it will also contribute to writing success.
- Making Sense. Children who use this strategy usually use sight word knowledge and phonic knowledge to support making sense. Children will try to read unfamiliar words and if they are unable to use phonic knowledge or sight word knowledge, they try to make sense of the story to decode the new word.
- Memorization. Children memorize familiar stories and ‘read’ them. This can be an essential method to getting some children started down the road to reading.
Successful readers use a combination of strategies when learning to read. If one doesn’t work, children wintry a different method as long as they have the knowledge of multiple strategies. Exposing students to more than one way to make sense of words and sentences is essential. (Bright, McMullin, & Platt, 1998)
How To Read With Your Child
Most children will participate in a variety of home reading programs during their time in school. Here are suggestions to support you, the parent, support during reading!
- Sit side by side, with the book in the middle, so you can both see the whole book.
- Take turns reading with your child. They read a page to you, then you read a page to them.
- Help your child follow along by having them point to each word as they read or place a card under the line they are reading.
- Remind your child to look at the pictures for clues, especially when they come to a word they don’t know. Tell them if the word can be seen in the picture!
- Play word games like Word Wizard. Call out a word on the page and have your child point to it as quickly as they can.
- Have your child practice printing some of their favourite words from the book. Or write simple sentences about what was read.
- Write the sentences from the story on cards, mix up the cards and have your child sequence the story.
If your child is stuck on a word:
- Wait three or four seconds, then encourage them to sound the word out.
- If they sound out each sound but still can’t read the word have them look at the picture to see if that helps.
- Have the child reread the sentence and stop before the unfamiliar word. if this doesn't help skip the word and read onto the end of the sentence. If that doesn't help, tell them the word!
What Does The Research Say?
We know parents are a child’s very first and most important teacher. The role parents play in the development of children as successful readers is crucial. Children who have involved parents score better on standardized tests, have better school attendance, and demonstrate stronger thinking skills (Tompkins, 2015). As a school system, we often assume that parents know exactly what they need to do to support their child’s literacy development and do not always provide parents with the support to raise readers. We know parents will become more successful in raising readers when schools offer specific suggestions and clear directions to parents.
This is why reading with children should start at a very young age. Even infants respond to a warm lap and the sound of their parent's voice as it reads a story to them! Reading should become a daily routine. Choose a time and a place that works for your family and get started! It is never too late. Also, remember that every time you pick up a book, a newspaper or a magazine, you are modelling the importance and value of reading (Bright, McMullin, & Platt, 1998).
In addition to reading books with your child, there are many other ways to support and encourage literacy development in young children. Pointing out signs or environmental print in the community demonstrates the power and importance of literacy skills (Bright, Tomkins, Winsor, 2015). At a very early age, children learn the the "Golden Arches" mean ‘McDonald’s’. Raising a reader involves modelling
How Do I Know If I Am Raising A Reader?
When closely watched, children will demonstrate the skills of a reader, long before actually decoding words on a page! Children who have been read to on a daily (or almost daily) basis before coming to school will pick up books and choose to ‘read’. They will know to start at the front of the book and how to turn the pages to get to the end. They will know when a book is upside down. They will ‘read’ stories by looking at the pictures and making up their own stories to match because they know the pictures are an important part of the story. They may even recognize and actually read some of the words because they have been exposed to these words in print over and over again. That will be doing all of the things ‘good readers’ do (Bright, McMullin, & Platt, 1998).
- Read from day one. The youngest of children enjoy the comfort of reading with a parent!
- Make sure your home has lots of different reading materials. This can include books, newspapers, magazines, comic books, graphic novels.
- Share books every day. Read with your child every day, even after they have become an independent reader. Children continue to need models of fluent reading and it is a great way to connect with your child on a daily basis.
- Reread favourites. Children love to hear a favourite story over and over. Rereading stories provides opportunities to talk about vocabulary, characters, as well as allows for children to experience a story they can ‘read’ along with!
- Send positive messages about the joys of literacy. Share in your child’s excitement about the latest book in their favourite series . . . . even if it’s not yours! Share your interest and excitement about books and materials you are reading. Excitement is contagious!
- Visit the library early and often. Visits to the public library are easy and inexpensive. Libraries provide children with a wide range of material to choose from as well as a librarians knowledge about authors and illustrators.
- Talk, talk, talk. Children develop vocabulary, sentences structure and grammatical structures by talking! Provide young children with a play by play of what you are doing, always speak to your child using complete sentences, and take the time to explain new or unfamiliar vocabulary to children.
- Give your reader something to think and talk about. Support your child’s reading interests and choices. When children are excited and engaged in their reading, they will want to talk about what they are reading and share what they are learning.
- Know your stuff. You do not need to be a reading expert, but it is important to understand the basics of learning to read. Your child’s teacher is a great resource for offering support.
- Speak up if something doesn't feel right. You are often the very first to recognize an issue with your child. If you notice something that just doesn’t seem right, talk to your child’s teacher or family doctor. The earlier a child receives additional supports the more likely their issue will be remedied.
(readingrockets.org, WETA, US Department of Education, Office of Special Education Programs, 2015)
Activating background knowledge (the meaning that you get from text is weaved with the meaning you bring to it) (Tompkins, 2015).
Connecting (3 connections that readers make: text to self, text to text, and text to world).
Determining importance (readers cannot remember everything so they determine what is the most important to remember)
Drawing inferences (involves activating background knowledge, looking for clues, asking questions, and reaching conclusions).
Evaluating (used throughout the reading process. Children monitor their interest in the text and judge their success)
Monitoring (this is the inner conversation that happens in their head - when understanding breaks down, they need to take action).
Predicting (thoughtful guesses about what will happen or what they will learn)
Questioning (ask “what”, “who”, “how”, and “why” questions throughout reading. Teach children to generate these questions)
Repairing (understanding that there is a problem with comprehension and solve the problem)
go back and reread
skip ahead and read
try visualizing or questioning
check the meaning of an unfamiliar word, use picture clues, learn more about the topic to build background knowledge, or ask for help
Setting a Purpose (entertain, learn about a topic, directions to complete a task, or find answers to a question. This helps the reader to focus their attention)
Summarizing (pick out the most important ideas. paraphrase into their own words).
Visualizing (create a mental image while reading).
Choosing Books. Help children to choose good fit books. Have them look at the cover for a book that interests them. Then open the book and read a page. If a child does not know/understand more than five words on the page then the book is too difficult. There should be a mix of Fiction and Nonfiction texts.
Comprehension is the reason that readers read. We want children to become thoughtful, insightful readers (Harvey and Goudvis, 2007). We want them to develop a love for reading that creates a lifelong reader.
Prerequisites for Comprehension
For children to understand what they are reading, they need to have background knowledge on what they are reading, they must be able to understand most of the words they are reading, and they need to be able to read it fluently.
Knowledge about the world and an understanding of stories; Lots of talking and describing the things children see and experience
It is difficult to understand text that consists of too many unfamiliar words. Discuss the meaning of new words with children.
Children who recognize many words can read quickly and efficiently. The children are able to use their energy to understand what they are reading.
Before reading a book discuss the topic and point out any vocabulary words that may be difficult. For example: Using a boat fact book - talk about different types of boats and learn what your child knows. Then look through for difficult words like propeller and stern and talk about what that means before reading.
More Reading Time and Less TV Time
Children will develop a richer vocabulary by having books read to them than by watching TV. Listening vocabulary is larger than reading vocabulary.
Read Aloud and Think Aloud
Explain the visual image that you “see” and questions that you think of while reading. Share your thinking while you read.
Switch Roles and Let Your Child Be The Teacher
Take turns summarizing, asking questions, and making predictions. Allow your child to say “Mom, tell me what you think will happen next”.
Interesting and Relevant
Pay attention to what your child likes and help them to find books that they enjoy.
Research shows that children who read as few as six books over the summer maintain the level of reading skills they achieved during the preceding school year. Reading more books leads to even greater success!Read More
On Thursday, March 16 RES will be having a barn breakfast to celebrate the reading of “Audrey (cow)”. Breakfast will consist of pancakes and sausages. Students will be called down the gym during the day for this festive treat and to listen to some country music. Please send your child’s usual snacks and lunch as the breakfast will run all day and students will be eating this special treat a variety of times. This is for RES students and staff only. Remember also to dress western too!
Our fundraiser for Ronald McDonald house is doing well through our cupcake sales. Please see the fundraiser website to make your cash donation. Thank you!
Raymond Elementary School presents 1 School 1 Book Family Fun Night in celebration of Audrey (cow)
Please join us Monday, March 27 between 6:00 and 7:30 for activities and prizes. All children must be accompanied by a parent the entire evening. All family members welcome!
We were happy to welcome Lisa Dixon-Wells back to Raymond Elementary School for the presentation of the Dare to Care program.
This anti-bullying program was presented to each grade level individually, so that the program could be tailored to the understanding of the students. Students were taught how to handle bullies, how to ALWAYS seek out adult help. And the difference between bullying and single incidences.
Staff were also trained in the management of bullying in a school environment. Our biggest message home is that every incidence of bullying will be dealt with on an individual basis. The largest roadblock in helping the students is that students don’t always let us know what is happening. Please help us by leKng your child know that they should always seek out adult help, even if they have to go to the Principal himself.
Ms. Dixon-Wells also spent an evening with the parents of our community. Although it wasn’t the best of turn-outs, those that were in aMendance were very impressed with the message delivered to them. If you would like more information, check out their website: www.daretocare.ca
We would like to thank the Dare-to-Care providers for coming into our school with such a great message. We would also like to thank all staff members for their support of this program and a big thanks goes out to our school council for their support and sponsorship of the parent evening.
Remember that our fight against bullying starts with each one of us. If we stop ourselves from being the bully, no-one has to be worried about being bullied.