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My newsletter was written for a Grade Two classroom, with children who are seven years
old. The classroom I envisioned was in an elementary school in Woodbridge, where a large
portion of the population is Italian. Majority speak English well, but there are a few that will
have English as a second language. The parents in this community are very involved in their
children’s education. They expect and anticipate good communication and want to help their
children succeed by working with them at home on a daily basis. I have therefore included
multiple examples of how the parents can be involved in helping their children learn literacy
skills on a daily basis by reading with them at home, making sure they complete their reading
log, reading and responding to the children’s’ weekly journal entry, and practicing their spelling
words. I have also closed the newsletter by emphasizing the importance of good parent-teacher
communication.
introduce the curriculum and outline expectations for all parties: the parents, the children, and the
teacher. I think it is important to write out a newsletter at the beginning of the year so that the
year gets off to a good start. You want the parents participating and helping their kids at home
from the very beginning of the year. Consistent emphasis on reading and writing at school and at
home helps enhance literacy skills. The parents want this as well and they want an idea of what
the whole year’s curriculum will look like. I chose to send my newsletter out one week after
school started. This way, I could write a bit about what was happening in the classroom so far
and introduce the language arts program. In reality, I would include more photos of the actual
classroom and pictures of some of the books we would be focusing on in class (such as Flat
Stanley).
HOME SCHOOL LITERACY NEWSLETTER 3
I structured my newsletter based on the components of the Ontario curriculum for Grades
one through 8 (Ontario Ministry of Education, 2006). I tried to take the requirements for each
section and translate them into daily activities in the classroom, work at home, and bigger
projects and units. I tried to make it easy to understand and tangible in terms that parents could
relate to. I tried to emphasize the parental involvement components of the curriculum.
For oral communication, I made sure to address both listening and speaking (Ontario
Ministry of Education, 2006). I created the activity of Show and Tell for several purposes. For
the child doing the show and tell, they get to work on their speaking skills, as do the students
who get to ask questions that week. The class learns about taking turns when speaking and how
to listen attentively to their peers. It is also an inclusive activity and allows students to show their
For reading, I noted a variety of texts, skills needed to read and understand various texts,
and working towards becoming more independent readers (Ontario Ministry of Education,
2006). I described and gave examples of some of the different types of texts that would be used
during the year. These included both narrative and expository texts, which each serve a different
purpose and help refine different skills (Jalongo, 2014). I describe in the newsletter how the texts
that will be used are inclusive of the various cultures in the class, using an example of an Italian
folktale, since I know that Italian culture is representative of a lot of the students (Ontario
Ministry of Education, 2006). I also mention how the children are guided to understand what
they read. This a form of directed listening and thinking (Jalongo, 2014). Other features of the
reading program include blocks of time set aside for reading and reading budies (Jalongo,2014).
students will be able to create drafts of their work and then proofread and edit them (Ontario
HOME SCHOOL LITERACY NEWSLETTER 4
Ministry of Education, 2006). A key activity of the writing portion of the language arts program
is an experience journal (Jalongo, 2014) called TWAS. In the journal, children write to their
parents about their experience at school each week and the parents read and respond.
For media literacy, components described in the newsletter include learning about
different types of media and showing their understanding by creating their own advertisement
(Ontario Ministry of Education, 2006). This is also an opportunity for the students to practice
their writing.
At the end of the newsletter, I wanted to highlight a key component of the entire language
arts program, which is self-reflection (Ontario Ministry of Education, 2006). Children in grade
two are able to reflect on what they are doing well and what is challenging for them. I also take
the opportunity at the end of the newsletter to highlight the inclusive nature of the classroom and
note that we will accommodate each individual child’s needs. One solution mentioned is a
graphic schedule (Jalongo, 2014). A graphic schedule will benefit many children for various
reasons, one of which will be for children for whom Italian is still their primary language.
Ending the newsletter with a reminder about communication and partnership between
parents and the teacher was something I decided to do to highlight how parents can help their
kids at home with the language arts program. Since this population has parents who are very
References
Jalongo, M. R. (2013). Early childhood language arts (6thed.). Upper Saddle River, NJ: Pearson.
Ontario Ministry of Education. (2006). The Ontario curriculum, grades 1-8: Language. Revised.
Toronto: Queen's Printer for Ontario.