Things to do at Home

Things You Can Do at Home

Foundation- Year 2


  • Mathletics.
  • Ask your child to count the number of plates,cups and pieces of cutlery used to set the table
  • Play card games such as Go Fish, Snap and 31
  • Play Snakes and Ladders, Trouble,Connect 4 and Battleships
  • Record your child’s height
  • Get your child to count the money from the coin jar
  • Build with Lego,Planks and Wooden Blocks
  • Use colored pegs,blocks or beads to begin a pattern for your child to continue
  • Find numbers around you, house numbers, calendars,newspapers,catalogues,speed signs.
  • Use different numbers as the starting point for practising counting, for example, start counting at 9 and count forwards by ones until 29.  Start at 51 and count backwards until I say stop. Ask what number comes before or what number comes after ?
  • Play with magnetic numbers or make play-doh numbers


  • Build a climate of words at home. Go places and see things with your child, then talk about what has been seen, heard, smelled, tasted, touched. The basis of good writing is good talk, and younger children especially grow into stronger control of language when loving adults — particularly parents — share experiences and rich talk about those experiences.
  • Provide a place for your child to write.The area should be an area that is quiet and well lit. Stock the “writing centre” with supplies such as paper, pencils and crayons. You can also gather family photos, brochures and  magazines in the centre that can be used as story starters. A dictionary and/or thesaurus would be useful. Make real reasons for writing such as cards, lists, recounts about experiences, letters, messages, thank you notes etc.
  • Be as helpful as you can in helping children write. In Foundation, students frequently use letters and symbols to represent words. These may or may not match the words that they are trying to write. As their understanding of the link between letters and sounds grows, they will increasingly hear and record the sounds in words. The bank of words they can write also develops. During Years 1 and 2, students learn to write more complex sentences. They become aware that writing can be planned, reviewed and changed. When writing at home, talk through your child’s ideas with them; help them discover what they want to say. Always encourage your child to ‘have-a-go” at spelling the words they want to write but, when they ask for help with spelling, punctuation, and usage, supply that help. Your most effective role is not as a critic but as a helper. Rejoice in effort, delight in ideas, and resist the temptation to be critical. Help your child see the different types of writing you do in your adult life. Talk about the writing you do for work and the more casual writing you do to friends.
  • Continue to read to your child each day. Talk about the book before you begin to read and encourage them to predict what might happen in the story. Discuss the way the author has used words and any interesting features of the words that you notice.
  • Play simple word games such as ‘Hangman”, word searches or crossword puzzles.
  • Sight words are important. Continue to practise the rapid, automatised naming of frequently occurring words such as the M100W (Gold, Red,Blue, Green etc)
  • Continue to encourage your child to maintain an regular reading habit. Before reading, talk about the cover, the title, the pictures, and discuss what the book may be about.  When reading a harder book together, take turns. Beginning readers can read the repetitive parts and more experienced readers can read a paragraph or a page.
  • On finding an unknown word:

          Pause to give your child time to work out the word    


          – go back to the beginning of the sentence, or read past the difficult word to the   

             end of the sentence.

          – look for a clue in the picture or the words

          – look at the first letter and think about what the words could be

          – ask “Does this make sense?”

          – try to sound out the word

          – if necessary tell your child the word

          Praise your child for trying, even if mistakes are made.

  • Book talk is an important part of reading. Chat about the book before, during and after reading and really encourage your child to talk about their ideas and ask questions about the book. Here are some questions you can ask at different times before, during and after reading the book:  Look at the cover – what do you think this book is about?  What is happening in the pictures?  How could we work out these tricky words? What do you think is going to happen next?  What was your favourite part of the book?  Who was your favourite character in the story? Why did you like that character? If you could change the ending of this book, what would it be?
  • Involve your child in conversations, plans and discussions. Ask and answer questions.  Provide a good listening model. Talk about familiar things or experiences. Encourage your child to explain their reasoning to you when they are making decisions. Listen and respond in ways that promote further thinking aloud rather than ending the conversation with your opinion. Try not to ask too many yes/no questions. Ask your child questions that require more lengthy use of language. Use any available opportunities to encourage purposeful talking and active listening. Show by your behaviour that you are listening, not just hearing, and build on your child’s responses.
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