This booklet contains ideas that could help make the Learning Home Book more fund

**It needs to come to school every day and go home each night along with my reading book and book bag**

*This booklet is desgned to help you support your child's learning at home. Inside are copies of the alphabet, words to read and write*

*Teachers will highlight letters or words that your child knows. Please help your child to learn the others at home. A good place to start is by learning the letters in their name or in the initial letters of family member's names. it is important that the children learn these slowly and securely. This may take time. Begin by revising what your hcild knows and add one new item at a time.*

*This book is a working document and will be updated regularly. it is important that you leave teachers to do the hihglight as we assess without the support of pictures and prompts.*

*also in the booklet is a grid of number to 100. Children need to learn to count to 10 intially, and later to 20, 50 and the to 100. it is also import to count backwards from these numbers and to learn to read them all in random order. Please also help your child to identify numbers that come before or after a given number.*

*HAVE FUN Children have had a buys and tiring day at school, they should able to come home, have a play and enjoy being a child. Keep these sessions brief and stress free.*

*THANK YOU FOR YOUR HELP *

*when helping your child to write their name please remember capital or upper case letters are only used for the beginning letter of each name.*

*Letters of the Alphabet*

Ideas to help at home:

- Read and identify numbers on letter boxes, car number plates, road signs, telephone numbers, clock, microwave etc.
- Practise showing numbers on fingers e.g. Show me 5 fingers, 2 fingers etc.
- Count the number of toys, books, lollies, shoes, plates on table, steps to their bedroom etc.
- Count how long it takes to do things e.g. walk to the door, get dressed etc.
- Sing counting/nursery rhymes
- Use picture books for example “The hungry caterpillar”

*Children at this stage can count and form a set of objects up to ten but cannot solve simple problems that involve joining and separating sets, like 4 + 3.*

Ideas to help at home:

- Read and identify numbers on letter boxes, car number plates, road signs, telephone numbers, clock, microwave etc.
- "Show me 5 fingers, show me seven fingers". Show the child 5, 3, 7, 8 fingers and see if they can tell you how many there are.
- Recognises the number of dots on dice. Recognises how many fingers a person shows on one hand.
- Count the number of toys, books, lollies, shoes, plates on table, steps to their bedroom etc.
- Practise counting up to 10 eg number rhymes "Ten Little Indians", 'Once I caught a fish alive" etc. Practise counting down from 10 eg a rocket blasting off. "Ten Fat Sausages" song.
- Look at the calendar to see the number today is. What number was it
- yesterday? What will it be tomorrow?
- Use everyday happenings to discuss numbers — counting people, food, cars in the driveway, wheels on the cars, etc.
- Halve and quarter oranges and apples and name the pieces.

*Children at this stage can Given a joining or separating of sets problem, students at this stage rely on counting physical materials, like their fi ngers. They count all the objects in both sets to fi nd an answer, as in “Five lollies and three more lollies. How many lollies is that altogether?”*

Ideas to help at home:

- Count the number of toys, books, lollies, shoes, plates on table, steps to their bedroom etc.
- Focus on ½ ¼ Lead into time with ½ and ¼ to/past on analogue clocks. Make meaningful connections eg half an apple, a quarter of the pizza, equal sharing between family members.
- Cut up a calendar so that you have the numbers to 31. Help the child to reassemble the numbers into the right order (you could start with smaller sections first eg 1 — 10, 1 — 20, etc.) Use a complete page of a month to check whether it's correct, or use a complete month to use as a guideline. Count the numbers and point to each number in order. Count backwards while pointing to the numbers. Cover up some numbers and see if the child can tell you what they are. E.g. cover 15. Uncover the number to see if they were right.
- Use fingers to learn the groupings to 5. eg 2 and _?, 4 and _?, 3 and _? And groupings to 10: "How many more do we need to make ten? We have 6; we have 8; we have 2, etc."
- Pizza night! "We have 2 pizzas cut into 6 pieces each. How many pieces altogether? How many will the 4 of us have each if we share them evenly?" Do it with your child to find out.
- Use fingers to solve addition and subtraction problems to 10, then when really good at that, do it on your fingers behind your back. Check if you're right by looking at the fingers afterwards.

*This stage is also characterised by students counting all of the objects in simple joining and separating problems. Students at this stage are able to image visual patterns of the objects in their mind and count them.”*

Ideas to help at home:

- Count with or for your child in 10s to 100, 2s to 20 or more, 5s to 50 or more. Then back again. Write the numbers down so the child can use them as a guide. Keep skip counting in 2‘s, 5‘s 10‘s etc. To work out three 2‘s, use fingers to track – 2, 4, 6. Or use pictures cut out and group into twos etc.
- Board games eg snakes and ladders, etc help counting on because the child moves the counter from the number they‘re on (at earlier stages children want to move right back to one each time they have a turn as they don‘t yet understand about 6 more, 4 more, etc)
- Bundle iceblock sticks with pipe cleaners into 10s, or haricot beans (uncooked!) into empty film canisters (these are often freely available at photo shops) to see how many there are. Count the ‗tens‘ in tens and the ones left over in ones. Start with numbers up to 40 or so. Start calling the bundles of ten ‗a ten‘. ―Let‘s get 30 sticks. How many bundles of 10 will that be? How many tens have we got here? How many is that altogether?‖
*Use contexts to practice maths equations: · There are three people in our*family, we have two people coming for tea – How many more chairs will we need? (No materials in front of the child – they need to picture what it will look like.)- Play card games such as ―Memory

*Children at this stage understand that the end number in a counting sequence measures the whole set and can relate the addition or subtraction of objects to the forward and backward number sequences by ones, tens, etc. For example, instead of counting all objects to solve 6 + 5, the student recognises that “6” represents all six objects and counts on from there: “7 , 8 , 9, 10, 11.” The Number Framework 4 Students at this stage also have the ability to co-ordinate equivalent counts, such as “10, 20, 30, 40, 50,” to get $50 in $10 notes. This is the beginning of grouping to solve multiplication and division problems.*

Ideas to help at home:

- When playing board games see if the child can work out which number they're going to land on without having to move space by space. Eg I'm on 26 and I've thrown a 5. Where will I land? Games such as Ludo and Backgammon can involve split moves. Eg instead of moving one counter 6, they could move another counter 4 and another 2.
- Board games could be played using two multi-sided dice so that the children are adding bigger numbers together.
- Continue playing grouping to 10 games with iceblock sticks or haricot beans, etc (mentioned in 'Counting From One By Imaging' section.) Try using 3 dice to make adding the totals a little more challenging.
- Practise basic facts —doubles (4 + 4, 9 + 9, etc.) and addition and subtraction facts to 10 (eg 6 + 4, 2 + 8, 5 – 3 etc.) Learn as family of facts: 4+3=7 3+4=7 7-4=3 7-3=4
- Practise counting forwards to 100 and back to 0 again (or lower!), counting in 2s 5s 10s.
- Use the odometer reading of the car to practise reading large numbers. See how many kilometers were travelled on a long trip.
- Use contexts to practice maths equations especially with money: · I‘ve got 50 cents, I get 20 more cents – how much have I got? (50, 60, 70) · I‘ve got $27, my sister has $32 – How much more has she got? (27, 28, 29, 30, 31, 32 or 32, 31, 30, 29, 28, 27) · I have 21 lollies that I will share between three of us – how many do we get each? (may need materials)

**Me ako nga kupu ia ra**

**pānui te kupu****kōrero te kupu****tuhi te kupu kia 5 wa****tuhia tona tikanga****tuhia te kupu i roto i tetehi rerenga kōrero**

Here are some ways you could help your child during their home reading. We hope you enjoy sharing together.☺

- Provide a suitable place and time: preferably 4-5 times a week for up to 10 minutes, in a quiet place, and when your child is not tired.
- As you listen try not to interrupt. Be patient.
- Talk to your child about the pictures they see in the book before they start reading. This will help them solve any unknown words they find when they are reading.
- When an unknown word is encountered or a mistake is made; WAIT (they may get the right word) then encourage your child to:
- go back to the beginning of the sentence
- read again and see if they can work it out
- say the first sound
- try a word that might fit
- look for parts of the word that they know

- Provide encouragement. Praise your child when they read well or correct their own mistakes.
- Try to be relaxed. Stop the session if you feel yourself becoming frustrated. Read to your child instead.

- Children could be asked any of the following questions when they have finished reading a book:
- Did you enjoy the book?
- Who were the characters?
- What was your favourite part?
- Was there anything about it you did not like?
- Could you think of another ending?
- Are there any words you did not know the meaning of?
- Can you retell what happened in the story?

- Other reading suggestions: jingle books, poetry books, nursery rhymes, magazines, comics, game instructions, recipes, newspapers, diaries, atlases, maps, road signs, shop signs, letters.

- Encourage your child to make use of the local and school libraries

*Ko _____________ te maunga.*

*Ko _____________ te awa.*

*Ko _____________ te marae.*

*Ko _____________ te iwi.*

*Ko _____________ te hapu*

*Ko _____________ te waka*

*Ko _____________ te papa*

*Ko _____________ te mama*

*Ko _____________ ahau*

* *

*No reira tēnā koutou, tēnā koutou, tēnā tātou katoa.*