As you know from previous newsletters the NSW Premier's Reading Challenge has already begun and closes on Friday 23rd August. Your child/ren will have received a letter with instructions for logging into their PRC Reading Record together with their Username and Password in order to record their books. You can email me for these details if your child/ren mislaid their letter.

We are going to be encouraging all students to take part in this wonderful initiative as it’s achievable for every one of them. The aim of the challenge is to encourage a love of reading for pleasure whilst experiencing quality literature.

Below is a table displaying the number of books students need to read and log to complete the challenge.

PRC book lists can be found on the PRC website - https://online.det.nsw.edu.au/prc/home.html 

For Kindergarten to Year 2 students, books can be read to them. 

PRC listed books may be read by teachers in the K-2 years. I will ask teachers to notify me if so and I will put these in the newsletter so parents can check if their child has logged the book in their individual reading record. (Please do not worry if you are not able to do this).

Our library books which are on the PRC lists are labelled to aid selection and I will also be putting tubs of books together for easy access. We need to make this reading challenge as accessible as we can for our students.

Our collaborative challenge is getting students to log into the PRC site to complete their reading record. I will be giving regular reminders in the newsletter as well as discussing supportive strategies for students with teachers.

Please see the PRC website for books lists, tips and further details.

If you have any queries please contact me direct on CarrollK03@dow.catholic.edu.au

WriteOn Competition 2024

The annual WriteOn 2024 opened on 25th March. This competition gives students the opportunity to become published authors and develop skills in writing to express their ideas.

It is open to students in Years 1 to 6. Students compose an imaginative text of up to 500 words, using the image as the stimulus.

Each year, winning entries are published in 'The Best of WriteOn' anthology. These books can be purchased from the NESA shop. 

This year the competition is held in association with the Art Gallery of NSW. The new stimulus image, courtesy of the Art Gallery of NSW is ‘The railway station, Redfern’ (1893) by Arthur Streeton:

Scholastic Book Club

Thank you to all those people who have made orders through our Book Club for Issue #2. Orders closed at the end of last week and I’m expecting them to arrive at school next week. Issue #3 will arrive early next term.

As always, thank you for supporting this initiative and helping to inspire a passion for reading in our students!

Mrs Carroll’s Musing

Over the years, I've encountered countless assertions about the complexity of the English language and its role in literacy struggles. But is English truly as convoluted as portrayed?

Spelling, undoubtedly, holds societal importance. Errors in signage, posters, or official documents evoke reactions ranging from mild amusement to outright dismay. Society demands impeccable spelling, yet the reality is that no individual possesses mastery over every word in the language. To aid in this pursuit of perfection, dictionaries and spell checkers exist. However, they present their own challenges. It's rather ironic that consulting a dictionary requires a basic grasp of the word's spelling. As for spell checkers, while helpful, they're not infallible – capable of identifying non-existent spellings but often overlooking misspellings of valid words used in the wrong place.

The English language has a rich and complex history that has significantly influenced how words are spelled. Here's a brief outline of its origins:

• Old English (5th to 11th century):

• Old English, also known as Anglo-Saxon, was the earliest form of the English language.
• Words were primarily derived from Germanic roots, with influences from Latin, Norse, and Celtic languages.
• Spelling was largely phonetic, meaning words were spelled as they sounded.
• The writing system was based on the Runic alphabet initially, then transitioned to the Latin alphabet.

• Middle English (11th to 15th century):

• Middle English evolved from Old English after the Norman Conquest of 1066.
• French influence introduced many new words into the language, leading to a more diverse vocabulary.
• Spelling conventions began to shift, incorporating more standardised forms influenced by French spelling norms.

• Early Modern English (15th to 17th century):

• The invention of the printing press by Johannes Gutenberg in the 15th century led to increased standardisation of spelling.
• Influential works such as William Shakespeare's plays helped solidify many English words' spellings.
• Spelling reforms began to occur, but there was still considerable variation in spelling among different writers and regions.

• Modern English (17th century to present):

• The Great Vowel Shift in the 15th to 17th centuries led to significant changes in pronunciation, which affected spelling.
• Samuel Johnson's "A Dictionary of the English Language" in 1755 was influential in standardising English spelling to some extent.
• Despite attempts at spelling regularisation, English retains many irregularities due to its diverse linguistic influences and historical development.

Throughout its history, English spelling has been influenced by various factors, including phonetic changes, cultural interactions, technological advancements, and efforts at standardisation. As a result, English orthography (the knowledge of how words are spelled, their structure and meaning) reflects a complex tapestry of linguistic evolution, contributing to the challenges learners and spellers face in mastering its intricacies.

In collaboration with my colleagues, I've devoted extensive time to delving into the latest neurologically informed and scientifically backed methods for teaching reading to students. Many of you may already be familiar with the recent adjustments to the NSW curriculum aimed at supporting these evidence-based approaches. However, it's essential to recognise that literacy encompasses more than just reading; it also encompasses writing and spelling.

Spelling, in particular, distinguishes itself from reading and writing. While reading involves interpreting words already written, spelling requires active engagement in recalling and arranging letters to form words accurately. This distinction is evident in spelling competitions like spelling bees, where participants must not only identify letter names but also maintain the correct sequence of letters within a word.

However, perhaps the most crucial aspect of literacy instruction is ensuring that words are never taught in isolation. This underscores the foundational importance of fostering oral language skills through meaningful interaction, especially during early stages of language development. I cannot stress this enough. When teaching students in the classroom you can see the difference in how they are able to spell words when they understand their meaning. 

To illustrate this point, I'll share an experience from my work with students in our Infant years, where we focus on early literacy intervention programs. Recently, we've been introducing simple three-sound words following a consonant-vowel-consonant pattern. One word we encountered was 'ram.' Surprisingly, none of the students were familiar with the term, and they struggled both to spell it orally and in written form. While they were proficient in individual letter sounds and could sound out the word, blending those sounds into the whole word posed a challenge. Furthermore, they found it difficult to retain the word in their memory, hindering their ability to recall it during subsequent lessons. To address this, I provided context by explaining what a ram is, showing them a picture of a male sheep, and prompting them to recall any personal experiences with rams. Additionally, I incorporated the word into a short story, connecting their learning to real-world experiences and enhancing their understanding and retention.

Therefore, when children begin school, they are set up for literacy success if they have a solid understanding or good knowledge of oral language.

Engaging in conversations with our children lays the groundwork for their literacy journey, as oral language proficiency serves as a cornerstone for future reading and writing success.

Here are some simple yet effective ways parents can engage their children in conversation to support their oral language development:

• Ask Open-ended Questions: Encourage your child to share their thoughts and opinions by asking questions that require more than a simple "yes" or "no" answer. For example, instead of asking, "Did you have fun at school today?" try asking, "What was the most exciting thing that happened at school today?"
• Share Stories: Take turns sharing stories about your day, interesting events, or fond memories. This can spark conversations and provide opportunities for your child to express themselves.
• Play Word Games: Engage in word games like "I Spy," where you take turns describing objects in the environment for the other person to guess. This not only encourages vocabulary development but also promotes communication skills.
• Mealtime Conversations: Use mealtime as an opportunity for family discussions. Ask about their favourite parts of the day or something they're looking forward to. Discuss topics of interest or share interesting facts.
• Read Together: Reading aloud with your child is not only beneficial for literacy skills but also encourages conversation. Pause during the story to ask questions or discuss characters, plot points, and themes.
• Explore Nature: Take walks or spend time outdoors together and encourage your child to observe and describe their surroundings. Ask questions about what they see, hear, smell, and feel, fostering observational and descriptive skills.
• Create Art Together: Engage in creative activities such as drawing, painting, or crafting, and encourage your child to describe their artwork or explain their creative process.
• Encourage Reflection: Help your child reflect on their experiences by asking questions like, "What was challenging about today?" or "What are you proud of accomplishing?"
• Listen Actively: Give your child your full attention when they're speaking, demonstrating that you value and respect their thoughts and feelings. This encourages them to express themselves more freely.
• Be Present: Make time to simply be with your child without distractions, allowing natural conversation to flow and fostering a strong parent-child bond.

By incorporating these strategies into daily routines, parents can create a supportive environment that nurtures their child's oral language development.

Until next time from the library - best wishes to you all.

Katrina Carroll, SCC Librarian