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Printable
Forms
Click on the following links to print the forms:
Alternate Transportation
Administration of Medication (Form B & C)
Volunteer Form
Online
Resources
Ideas for Family Literacy:
Taken from: http://www.ccl-cca.ca/CCL/Reports/LessonsInLearning/LiL-1Feb2006.htm
Activities that foster vocabulary and
language development:
 | Have regular (more than once a week), detailed, informative
conversations with children. For example, during bath time ask,
“What do you think happens to water when it goes down the
drain?” Ask other exploratory questions in the car, while
eating or reading.
| Teach children new words on a regular basis.
| Use labeling games with infants and toddlers – “Where are
your ears?” or “The cat is on the couch.”
| Comment on children’s surroundings, particularly when in a
new environment. Talk about children’s experiences before,
during and after a new activity.
| Encourage children to talk about their favourite books – get
them to “read” it to you, or have them comment on their
favourite part. Respond back to encourage continued
conversation. |
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Activities that foster phonological awareness
(understanding the sounds and meaning of spoken language):
| Sing songs, recite nursery rhymes and poems, engage in
language and rhyming games that draw attention to language and
sounds.
| Draw attention to letter sounds – use everyday activities to
talk about letters and their sounds. (Milk begins with the
letter m. M makes the mmmmm sound)
| Read books that focus on sounds and rhymes (e.g. In the
Small, Small Pond by Denise Fleming).
| Lay out groupings of pictures that feature similar sounding
words (e.g. house and mouse, ball and bell) and, in a quiet
place, encourage children to find the picture of one of the
items (Can you find the bell?). |
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Activities that foster understanding of narrative
structure (understanding the parts of narrative, such as
sequence of events, characters and dialogue):
| Read to children frequently and in different situations –
bedtime, on the bus, in the bookstore, waiting in line at the
bank, as a break during clean-up. Encourage children to pretend
to read (e.g. give them a picture book and have them tell you
the story) and encourage turn-taking with books children are
familiar with.
| Take time for oral storytelling and pretend storytelling using
puppets or dolls. |
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Activities that foster book awareness and interest
(understanding that books convey ideas, knowledge and information as
well as creating positive experiences with books and reading):
| Provide access to a variety of high-quality books, including
alphabet books, picture books and books with rhyming; ensure
books are age-appropriate (e.g. board or cloth books for
babies).
| Make regular visits to a library or bookstore (at least once
every two months). Expose children to different kinds of books
– storybooks, non-fiction books (e.g. about trucks, nature,
dinosaurs), and poetry.
| Read to your child frequently (at least four times per week)
and create a warm storytime or reading environment. Let children
initiate shared reading times, encourage children to take turns
reading, allow time for questions.
| Connect visual experiences to books – if a child takes an
avid interest in a television program, extend their knowledge by
obtaining books on the same or similar topics.
| Allow children to see adults in the home reading every day
(books, magazines, online articles). |
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Activities that foster understanding of print concepts
and functions, as well as letter and word recognition
(understanding that print gives us meaningful information, can
amuse, comfort and entertain. Understanding that print follows
certain conventions, such as spaces between words, is read left to
right, top to bottom. Understanding that words are made up of
letters.):
| Allow children to help with daily activities involving print
– write a shopping list, write an appointment in a calendar,
choose items from a take-out menu. Explain the purpose of these
activities.
| Explain and show how print works – read the title and author
of a book before reading, follow the print with your fingers as
you read.
| Point out conventions of print when reading (e.g. if a child
interrupts while reading, explain that you will answer when you
finish the sentence and point to the period when you get there.
Say what it means, then allow time to answer the original
question).
| Provide access to games that encourage alphabet knowledge and
reading, such as magnetized alphabet, computer reading games
(Reader Rabbit);
| Encourage children to learn the first letter of their name and
help them find it in printed materials they encounter (signs,
mail, etc.).
| Teach children alphabet songs.
| Write a child’s name often – include it on their art work,
label the door to their room, or their favourite toy. As they
get older, write labels for common words and place them on the
item. |
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Activities that foster comprehension
(understanding the meaning of language heard in everyday
conversation and in narrative form):
| Ask questions during shared activities such as reading,
watching television or playing computer games that help children
think about vocabulary, plot, or character.
| Tell a story or listen to an audio recording of a book, then
ask children to draw a picture of their favourite part of the
story and have a conversation about it. |
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Ideas for Family Numeracy:
Taken from: http://www.parentscentre.gov.uk/educationandlearning/whatchildrenlearn/curriculumandassessment/numeracy/
With young children you can help by doing math for a
few minutes every day:
| Sing number rhymes and songs such as:
- 'One, two, buckle my shoe'
- 'One two three four five, once I caught a fish alive'
- 'Ten green bottles'
- 'There were 10 in the bed'
| Talk about:
- How many knives and forks you will need to set the table
- How many people are in the queue at the supermarket
check-out
- Which glass will hold the most orange juice
| Play games like Snakes and Ladders that involve taking turns
and using a dice and counters to move around a board
| Look for numbers in books, on posters, in comics, on buses,
cars and road signs
| Talk about the shapes of things
| Do jigsaws |
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With older children you can:
| Talk about any math work that they bring home from school
| Ask them to help you when you are doing things with money, or
measuring or weighing
| Help them to learn their multiplication tables:
- 7 year olds should know the 2 and 10 times table
- 8 year olds should know the 5 times table
- 9 year olds should know all their tables to 10 x 10
| Tell the time
| Use magazines to find out when a TV program is on and set
the video recorder
| Look at the price of things in catalogues and work out if you
can afford them
| Weigh ingredients when you are cooking
| Put pattern pieces together when making clothes
| Measure floors for carpets, walls for wallpaper and paint |
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Homework is just one of the many ways in which you can help your
child to develop confidence with mathematics. It might help to
remember:
| Homework should be enjoyable rather than a chore
| Homework will usually follow on from what has been happening
in class. It might be further practice, a game or a puzzle
| Your child might be asked to do some preparation for the next
topic to be covered in school, for example collecting some
information for a graph about favourite TV programs |
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With younger children your help will be essential. With older
children, there should be times when they work on their own. They
will, however, always benefit from talking to you about how they
have tackled their work. |
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