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:

Please note, each school/home school can submit a maximum of 3 entries. That is one entry per Stage of learning from each of Stage 1, Stage 2, and/or Stage 3. Only one entry per student can be submitted.

Entries will be assessed on how well the text:

• makes connections to the stimulus image
• maintains the selected form, structure and text features appropriate to context, purpose and audience
• engages the audience in imaginative, interpretive, emotive or creative ways
• uses a range of language forms and features, vocabulary and punctuation.

The school competition entries need to be submitted to Mrs Carroll via email (CarrollK03@dow.catholic.edu.au)  by Thursday 13th June.

For further information you can visit: WriteOn 2024

Scholastic Book Club

Issue #3 of 2024 was sent home with students last week. Orders will stay open until Sunday 19th May. If any student requires another copy of the magazine they can pick a spare copy up in the library.

Thank you for supporting this initiative and helping to inspire a passion for reading in our students!

Mrs Carroll’s Musing

My reflection from our last newsletter centred around the development of the English language and the crucial role oral language plays in setting children up for literacy success in school. 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. This idea has been on my mind lately, prompting further contemplation.

Over the Easter break, my extended family and I enjoyed a mini-break down the coast together. Among us was the youngest member of our family, my 12-month-old great nephew, Finn (I’m very proud I can now be called a ‘Great Aunt’!). Spending time with Finn has brought me great joy but it has also provided me with further insight into early literacy development. Drawing on the knowledge I’ve researched over the last few years, I found myself truly fascinated and somewhat validated by observing his development.

Throughout the weekend, we all centred our activities around Finn. Babies have a remarkable ability to engage us all. What particularly struck me was the amount of oral interaction he received from his parents. They were constantly talking to him, describing their actions as they interacted with him and tended to his needs. However, it was their approach to play that really caught my attention.

They seamlessly alternated between talking and singing to establish varied and engaging communication with Finn. Despite them both being self-admittedly tone-deaf, they sang to him with gusto! Music, as I’ve learned, is a crucial aspect of child development. It has the remarkable ability to connect different parts of the brain, stimulating cognitive, emotional, and social development in children.

Research has shown that music activates multiple areas of the brain simultaneously, enhancing memory, language, and literacy skills. When Finn’s parents sang nursery rhymes to him, they were not only entertaining him but also laying the groundwork for his future literacy skills. The rhythmic patterns and melodic structure of the songs will help Finn develop an ear for language, making it easier for him to grasp phonetic sounds and syllable patterns.

Moreover, music engages the emotional centres of the brain, fostering a sense of well-being and security in children. When Finn heard his parents sing to him, he felt comforted and connected to them, creating a positive bonding experience that is crucial for his emotional development.

By incorporating music into Finn’s daily routine, his parents are providing him with a holistic learning experience that stimulates his mind, body, and soul. It’s no wonder that nursery rhymes and music have been integral parts of childhood for centuries—they provide not only entertainment but also invaluable opportunities for learning and growth.

Observing Finn's interactions with my family underscored the importance of early oral language development, the power of nursery rhymes in nurturing it, and the transformative impact of music on a child’s overall development. As Finn continues to grow, I’m excited to see how these early experiences contribute to his love for language, music, learning and general communication.

The Crucial Role of Nursery Rhymes

Nursery rhymes have endured for generations for good reason. They offer a plethora of benefits for children's development:

1. Language Development: Nursery rhymes are rich in vocabulary, rhythm, and rhyme. They expose children to the sounds and patterns of language, helping them develop phonological awareness, which is essential for reading and writing.
2. Cognitive Skills: Learning nursery rhymes enhances memory and cognitive skills. Children often need to remember sequences of words and actions, which stimulates their brain development.
3. Social Interaction: Reciting nursery rhymes encourages social interaction between children and caregivers. Whether sung together or acted out, these rhymes foster bonding and communication skills.
4. Literacy Skills: Research suggests that children who are exposed to nursery rhymes early on tend to have better literacy skills later in life. The rhythmic patterns and repetition in rhymes help children understand the structure of language and grasp basic reading concepts.
5. Cultural Heritage: Nursery rhymes are a part of cultural heritage, passing down traditions and stories from one generation to the next. They provide a link to the past and help children connect with their cultural identity.

The Decline in Nursery Rhyme in Our Society

Despite their numerous benefits, nursery rhymes are not as prevalent in early childhood as they once were. Several factors contribute to this decline:

1. Technological Advancements: In today's digital age, children have access to a wide array of entertainment options, from interactive apps to animated videos. While these technologies can be educational, they often overshadow traditional forms of learning like nursery rhymes.
2. Parental Influence: Busy lifestyles and reliance on screens can result in fewer opportunities for parents to engage with their children through traditional activities like singing nursery rhymes. Many parents may not recognise the educational value of these rhymes or may simply not have the time to incorporate them into daily routines. There is absolutely no judgement being made here!
3. Cultural Shifts: As society evolves, so do cultural preferences. Nursery rhymes, once passed down through oral tradition, may not hold the same significance in modern culture, leading to their decline in popularity.

If you have young children (infants, preschoolers, and Stage 1 school age), I encourage you to consider teaching them some nursery rhymes. It can be both nostalgic and enjoyable to engage with your children in this way. Who knows, besides sparking a resurgence of nursery rhymes, you may even find yourself inspired to create your own.

To jog your memory here’s a reminder of some nursery rhymes:

Twinkle, Twinkle, Little Star

Mary Had a Little Lamb

Baa, Baa, Black Sheep

Humpty Dumpty

Hickory Dickory Dock

Jack and Jill

Row, Row, Row Your Boat

The Wheels on the Bus

Old MacDonald Had a Farm

Incy Wincy Spider

Sing a Song of Sixpence

Five Little Speckled Frogs

Kookaburra Sits in the Old Gum Tree

Dingle Dangle Scarecrow

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

Katrina Carroll, SCC Librarian

PS Don't you love a homemade bookmark? ?