When relaying information, teachers should consider the language needs in the community and, where necessary, try to translate into the first language of the recipients. They should also be sensitive to the socioeconomic situation in their area, particularly when requesting materials.
Note: There are two additional sample letters in the "Sample
Themes" section.
1.) Modes of Transportation
2.) Spring
Alphabetical List of Miscellaneous Treasures
Note: Items that are needed more urgently than others could be
underlined. In this type of letter, the teacher can draw pictures
beside the names of needed items. This allows students to "read"
the list to parents/caregivers and take more responsibility for
collecting the materials.
Dear Parents/Caregivers: The following is a list of treasures that early childhood teachers have found to be very useful. If you have any of these items and you do not need them, would you please consider donating them to the school?
| A - | acorns, acoustic ceiling tiles, alphabet macaroni and cereal, antlers, (sanitized), aquarium gravel |
| B - | bags, baking cups, balloons, bark, beads, bells, berry baskets, bias tape, bottles and caps, bowls, boxes, braid, branches, bread tabs, broom handles, burlap, buttons |
| C - | calendars, candles, canisters, cans, cardboard rolls, carpet samples, cartons, cash register tapes, catalogues, cat-tails, cellophane, ceramic tiles, chalk, checkers, cheesecloth, Christmas cards, Christmas decorations, Christmas seals, Christmas wrap, cloth, clothes (for dress-up), clothes-pins, clothes sprinklers, coil, combs, confetti, containers(various types and sizes), cookie cutters, corks, corrugated paper, cotton balls, crayons (broken bits), cups, curtaining, cutlery |
| D - | decals, detergent (liquid and powder), dials, dishes (unbreakable), doilies, doll clothes, dowels, drapery pleating tape, drapery samples, driftwood, drink cartons |
| E - | egg cartons, egg shells, egg-beaters, envelopes |
| F - | fabric, feathers, felt, film, flashlights, flowers (artificial), foamed plastic (circles, chips, trays), foil, fruit (plastic), funnels |
| G - | game parts, garbage bags and ties, gift wrap, glasses (frames only), gloves, golf tees, gourds, greeting cards |
| H - | hair dryers and curling irons with cords cut off, hair rollers and curlers, hangers, hats, hobby scraps, hooks, hose |
| I - | ice cube trays, icing cake decorations, icing decorator, inner tubes |
| J - | jars (especially baby food ones), jewellery, jugs (plastic), jute |
| K - | keys |
| L - | lace, leather, leaves, license plates, lids(hairspray, toothpaste, jar, etc.), light bulbs, locks, luggage, lunch buckets |
| M - | macaroni, magazines, magnetic tape, magnets, maps, measuring spoons and cups, mesh bags, milk cartons, mineral specimens, mirrors, moss, muslin |
| N - | nails, napkins, neckties, newspapers, nuts and bolts, nutshells |
| O - | onion bags, orange crates |
| P - | packing materials, panty hose, paper cups, paper scraps from various sources, pictures (from calendars, magazines, etc.), pill bottles, pillows, pine cones, ping pong balls, pipe cleaners, plant slips, plastic squeeze bottles, plexi-glass, plumbing supplies (faucets, elbows, etc.), popcorn, popsicle sticks, poker chips, pot cleaners, pots and pans, potting soil, prisms, pulleys, purses, pussy willows |
| Q - | quills, quilts |
| R - | radios (broken), receipt books, ribbon, rice, rick-rack, road maps, rocks, rollers (paint), rolling pins, rubber stamps, rubber tubing, rug samples |
| S - | salt and pepper shakers, sand, sandpaper, sawdust, scarves, scoops (e.g., laundry detergent), scrabble letters, screws, seed pods, seeds, sequins, sheets, shells, shingles, shoes, shopping bags, shower curtains, sieves, snaps, soap, socks, sponges, spools, spray bottles, springs, stamps, sticks, stir sticks, straws, string |
| T - | tape, telephone wire spools, telephones, thread, toilet tube rolls, tongue depressors, tools, toothpicks, typewriters |
| U - | underlay, utensils (kitchen) |
| V - | vases, vegetables (plastic), veiling, velvet, vests, vinegar bottles, vinyl scraps |
| W - | wallpaper samples, watches and clocks, wax, wax paper, wheat, wigs (frozen or washed for sanitary reasons), window screening, wire, wood scraps and shavings, wool, wrapping paper |
| X - | x-ray film |
| Y - | yarn, yarn cones |
| Z - | zippers |
Many Thanks,
Teacher
Dear Parents/Caregivers:
Art is an important part of our curriculum. Everyday, children find a variety of art materials available on our shelves. Drawing, painting, cutting, pasting and playing with play dough are not only enjoyable but also provide important opportunities for learning. Children express original ideas and feelings, improve their coordination, develop small muscle skills, learn to recognize colours and textures, and develop creativity and pride in their accomplishments by exploring and using art materials.
When children are engaged in art activities, we talk with them about what they are doing and ask questions that encourage them to think about their ideas and express feelings. For example, we might say:
Art is a very easy way to bring your child's school life into your home. Here are some things you might wish to try:
Sincerely,
Teacher
A Letter to Parents/Caregivers on Beginning School
Dear Parents/Caregivers:
Sample 1
Here we are at the start of a new school year. Already the children are getting accustomed to the classroom and school routines.
From time to time I will be sending a newsletter telling you of some of the activities we have been doing. Do ask your children about the songs and stories they will be learning and hearing. I will also highlight some of our future activities in these newsletters.
"Bear Beginnings" is our theme for September. Your child will learn songs, fingerplays and poems about bears. I am sending a few activities for you and your child to share at home.
As explained at our orientation program, there will be a "room parent" for our class. If I need help for a particular activity or trip, the "room parent" will phone other parents/caregivers to ask for volunteers. If you would like to volunteer for this position, please contact me.
One of the students suggested that we celebrate birthdays with "Birthday Cupcakes". Parents/caregivers would be asked to send cupcakes for their child's special day. We would eat the cupcakes for an afternoon snack on the days closest to their birthdays. I would request that you please attach a list of ingredients you used since some of the students have food allergies.
If you have concerns or questions about this tentative plan, please contact me.
As this is the first newsletter, I'd be grateful if you would fill in the slip below so I know you have received it.
Many Thanks,
Teacher
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Yes, I have received this newsletter.
___________________________________
Signature
| Note: When requesting materials, teachers should be sensitive to the socioeconomic situation in the community they serve. |
A Letter to Parents/Caregivers on
Beginning School
Dear Parents/Caregivers:
Sample 2
Welcome to Kindergarten! We are looking forward to an exciting year.
Here is a list of supplies your child will need for Kindergarten.
We are always looking for odds and ends such as buttons, yarn, sequins, paper rolls or any other "treasures" you may have.
Please help your child to learn her/his:
first and last name
address
phone number
birthday
Please contact me at the school if you have any concerns. The
telephone number is _______________________.
Sincerely yours,
Teacher
| Note: When requesting materials, teachers should be sensitive to the socioeconomic situation in the community they serve. |
A Letter to Parents/Caregivers on Beginning School
Sample 3
Dear Parents/Caregivers:
I would like to welcome you and your child to Kindergarten. Included below are some questions that many parents/caregivers commonly ask.
Your child will attend Kindergarten every other school day. A calendar will be sent home monthly. Please keep it posted at home.
9:00-11:45 a.m.
12:45-3:30 p.m.
What time may my child arrive at school?
Children may arrive at school at 8:45 a.m. At this time they wait outside, or in the entrance way if weather is cold, until 9:00 a.m. Playground supervision is provided.
Children who have been bussed to school may stay for lunch. Other children are encouraged to go home for lunch, but may stay if necessary. Please make arrangements with the school principal. The children are supervised in their classrooms while they eat lunch. Approximately 30 minutes is spent playing outdoors if weather is suitable. Please have your child appropriately dressed for the weather as the children are expected to go outside after they finish their lunch.
Please phone the school or send a note to your child's teacher with one of her/his classmates or siblings.
School hours are 9:00-3:30 p.m. However, there may be rare occasions when it is necessary for your child to stay at school past 3:30 p.m. Please make arrangements with our principal.
Yes, there are numerous ways you can help. Please make arrangements with me.
You are welcome to come to the classroom whenever you are able to, even if it is for a short period of time. Please call me and we'll discuss ways you could help outside of school hours. Some possibilities are sewing puppets, making play dough or sanding wood pieces for the carpentry centre.
No, but your child may bring nutritious snacks to eat outside during recesses, if desired.
Yes, please do label all your child's belongings. Children easily confuse jackets, shoes, boots, markers, etc.
Please wait in the hallway outside the Kindergarten classroom.
Yes, we request $10.00 for the year. This will cover articles that are not available in the school (e.g., baking supplies, special arts and crafts supplies)*.
Our school policy is that all children go out for recess unless the weather is inclement. If your child is too ill to go outside, then she/he should likely be at home. However, if there are unusualcircumstances that necessitate your child staying indoors at recess, please discuss the matter with our principal.
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Your child will require the following:
There will be a Communication Meeting for parents/caregivers early in the school year to discuss the Kindergarten program, report cards, etc.
Please feel free to contact me if your have any concerns or questions. Thank you very much.
Sincerely,
Teacher
Note: When requesting materials, teachers should be sensitive to the socioeconomic situation in the community they serve.
"My Favourite Teddy" by Lindsay
What We Do and Why
Blocks, the hardwood units that come in proportional sizes and shapes, are one of the most valuable learning materials in our classroom. When they build with blocks, children learn about sizes and shapes, spatial relationships, math concepts, and problem-solving. When children lift, shove, stack and move blocks, they learn about weight and size. Each time they use blocks, they are making decisions about how to build a structure or solve a construction problem.
When children build with blocks in the classroom, we encourage them to talk about what they are doing. For example, we might say:
What You Can Do at Home
Hardwood unit blocks are expensive, but there are several other types of blocks you might want to have at home to support your child's learning. For example, you might wish to purchase [borrow, make] table blocks, coloured wooden cube clocks, or cardboard brick blocks.
Small blocks can be stored in shoe boxes or plastic tubs and containers. You can put a picture label on the container so your child knows where these materials belong. Identify a place where your child can build and play with the blocks, either on the floor or a table. As your child builds with the blocks, you can talk about the structure and ask questions. Props such as clothespins, small plastic animals, and cars and trucks will extend your child's play and inspire new ideas. Playing with large or small blocks, your child can learn to:
Sincerely,
Teacher
A Letter to Parents/Caregivers on
Emerging Literacy
Dear Parents/Caregivers:
This second term of school has been even busier and more exciting than the first! We completed our "Let's Eat" theme in November, and had a chance to do many Christmas activities in December. January and most of February saw us exploring "Under the Sea". We are currently studying "Me and My Friends" as we work on some important social skills.
Throughout these themes I have emphasized emerging literacy. In January, I introduced our shared reading books, with poems and songs which the children know, and which they feel good about reading. I "hide" words from the daily schedule or the "Good Morning" song, and the children can tell me which word I have taken away (amazing!!). While most of the children cannot read unfamiliar books independently, they are doing a great deal of "supported reading". Children who see themselves as "readers" learn to read much more readily than those who tell themselves that they can't do it.
Every week the children are given numerous opportunities to "read" and "write". They visit the library to listen and respond to stories and to "read" and choose books. They see printing modelled daily as I write down their ideas for thank you notes, poems, etc. Also, they may visit the writing centre or "write" menus, cheques, lists, etc. in various centres. I never tell children how to spell a word, but will ask: "What sound do you hear at the beginning?", "Do you hear any other sounds?", "What letter do you think makes that sound?" Many of you have also encouraged your children to "write" on their own, and you are seeing wonderful progressions in their abilities.
Do you remember how excited you were when you heard your child speak her/his first word? You eagerly accepted whatever variations and simplifications your child used ("Ga" meant "I love my Grandma!"). Your delight encouraged your child to try many new words. Through modelling, accepting, elaborating, listening and echoing, your child learned to speak. This is the way we are helping your child to learn to write.
Just as children go through many stages in their oral development, written language follows predictable stages. These are some of the stages children pass through as they develop writing ability.
Scribbling
Scribbling is a child's approximation of writing. It can be compared to a child's babbling as an infant. Both babbling and scribbling need adult praise. Just as you encourage your child to babble, it is very important to encourage your child to scribble messages and compose stories.
Fluency
This stage is similar to the stage at which a baby begins to string sounds together. It shows that your child now knows how writing should look.
Random Letters
By this stage your child's writing may look more like printed language, though not readable (to you!). Your child has begun to recognize that words are made of letters, but she/he is not particularly concerned about which letters represent the sounds in the story. This is similar to babbling that has the inflections of language. Encourage your child to "read" to you what the message says.
Early Sound-Letter Representation
This stage is similar to the stage at which your child said her/his first words. As parents/caregivers, you understood and accepted these first words. You will see many efforts to make the connection between letters and sounds of words. Whole words are often represented by just one letter during this stage.
Temporary Spelling (Invented Spelling)
In this stage your child is beginning to realize that each letter has a sound. At first she/he may use letters (usually consonants) to represent beginning sounds, then ending sounds, and finally, some of the sounds in the middle of words (usually vowels).
Standard Spelling
In this stage, your child recognizes and attempts to use standard spelling. When a child's writing is at this stage, we teach "standard" spelling and English letter patterns whenever we model or demonstrate reading and writing. Children need opportunities to practice writing real language. They also need instruction in common spelling rules and patterns.
My goal for this class is for each child to gain confidence and pleasure in writing. As parents/caregivers, you can help me reach this goal by praising your child's early writing just as you praised your child's early talking. If you have any questions about the writing process, which stage your child is in, or how you can help at home, please give me a call!
Sincerely,
Teacher
Letter to Parents/Caregivers on Library Books
Dear Parents/Caregivers:
Starting this week, we are planning to begin our joint Library-Kindergarten Program called "Book-a-Day". What is involved is quite simple. The children will be permitted, by following simple procedures, to change their books daily, or whenever they return them during the week.
As usual, there is a role that we would like you to play. We would appreciate it if you could do the following with your child:
Sincerely,
Teacher
If you have been wondering why so much of your child's time in school is spent on play, please read on.
Experts advise that children need time and space to PLAY not only at home but school as well. Why? What is PLAY? What does it do?
In our fast-paced world so much emphasis is placed on work, achievement and managing a full schedule that time for PLAY in the form of sharing with friends, spontaneous fun, or even solitary moments spent developing a hobby helps us grow and reduces stresses. These forms of PLAY teach us as no other learning device can. PLAY adds the balance we need to live happier and healthier lives.
PLAY is more than fun and leisure time for a child. Through the PLAY process, children LEARN "their way." They connect their inside and outside worlds and create their own unique experiences--no textbook can teach this! PLAY therefore, at its best, aids in the creation of unique individuals, talents and skills.
PLAY develops curiosity. When children PLAY, they become inquisitive and increase their desire to find out about things. They LEARN to enjoy learning.
PLAY helps children discover their own special talents. With no "right or wrong" way to PLAY, children will PLAY in their own way.
PLAY encourages responsible risk-taking. Children can think on their own. They will try new things in the non-threatening environment of PLAY.
PLAY helps children make their own choices and gives them a sense of control, self-discipline and self-confidence.
PLAY builds social relationships. Children LEARN to communicate, share, cooperate, negotiate and respect the rights of others.
PLAY allows children to make things "less scary". They work out their tensions, fears, emotions and concerns through PLAY.
PLAY rejuvenates. PLAY sparks continued enthusiasm for life and brings renewal, the basis for a happy life.
In summary, PLAY offers boundless opportunities for both children and adults. By encouraging true, FREE PLAY, in and out of classrooms, we open doors to creativity, LEARNING, growth, development and happiness. We raise and become well-balanced individual members of society.
Sincerely,
Teacher
The red travelling suitcase has been sent home with your child today. It is to remain at your house for one night or a weekend if your child brings it home on a Friday night.
The suitcase contains: a book, a puppet and a looseleaf binder.
The intention of this project is for an adult to read the book to the Kindergarten student and then discuss the story with the child. The students are encouraged to enjoy some imaginative play with the puppet while it is at your home.
In the looseleaf binder you will find blank pages. These are to use as a journal/diary of the activities the puppet did while in your home. The Kindergarten student can tell you a few sentences which you can record on the blank paper. Your child is welcome to draw a picture to accompany the written sentences. Please date the sheet and have your child sign her/his name on the page. Each child's entry in the journal/diary will be read and discussed at school. I wonder what great adventures we are going to hear!
In order that each child will be able to take the suitcase home as many times as possible during the year, I would appreciate the prompt return of the suitcase when your child's turn has finished. Also, supervision and appropriate care of the puppet and book while in your home would be greatly appreciated.
Sincerely,
Teacher
A Letter to Parents/Caregivers on
Volunteering
Dear Parents/Caregivers:
Would you like to be a volunteer? You may be surprised at the ways you can help and how much fun you can have doing it. Don't worry about how much time you can give or how regularly you can come. We'll work something out.
The following is a list of some of the ways you may wish to volunteer your time. Maybe you have other ideas as well. Please check the areas where you can help and return this form to school with your child.
Thank you for your cooperation and interest.
Teacher
I would like to donate my time in the following ways:
__________ Read to small groups of children
__________ Record children "reading" emergent level stories that
they have "written"
__________ Help to supervise neighbourhood walks, field trips
and/or parties
__________ Share a hobby, interest, skill or profession with the
class
__________ Work on games, displays or puppets for the
classroom
__________ Make play dough monthly for the class
__________ Collect things for classroom use (pictures, etc.)
__________ Help to organize communication meetings for
parent/caregivers
__________ Serve on a phoning committee
__________ Sand wood for the woodworking centre
Your ideas:________________________________________________________
_________________________________________________________________
_________________________________________________________________
Signature