Transcript Early Reading

Early Reading
Home Reading at Jeavons Wood
Every day, your child will have the opportunity to
bring home a book from school.
These books will either be
‘Free Choice’, where the
children select themselves
from a range of library books or
‘Schemed Readers’, where children
are given a book at their reading level.
Creating a love of reading is one of the
most powerful ways to improve learning.
Research suggests that children who are
read to and have opportunities to read,
make more progress than those who do
not.
Reading Records
• Read with your child as often as possible.
• Record the books you are sharing.
• Write comments if there is something
significant to share (if not a  is fine).
• Staff will record weekly to communicate
with you about a particular skill we are
working on or to praise the child.
Sometimes it may be in the form of a
stamp, sticker or written comment.
• Please ensure this booklet is always kept in
the book bag.
High frequency words
Tip: You can
also find the
HFW in the
front and
back of the
reading
record.
Check out the
stickers put in
weekly which
tell you the
phonemes and
words we are
doing weekly.
Re-telling
http://www.bing.com/videos/search?q=micheal+Rosen+bear+hunt&docid=4612
709733629974&mid=932F08CBDB4FD54F5D3D932F08CBDB4FD54F5D3D&
view=detail&FORM=VIRE1
Speaking Expectations:
30-50 months
Beginning to use more complex sentences to link thoughts (e.g. using and, because).
Can retell a simple past event in correct order (e.g. went down slide, hurt finger).
Uses talk to connect ideas, explain what is happening and anticipate what might happen next, recall and
relive past experiences.
Questions why things happen and gives explanations. Asks e.g. who, what, when, how.
Uses a range of tenses (e.g. play, playing, will play, played).
Uses intonation, rhythm and phrasing to make the meaning clear to others.
Uses vocabulary focused on objects and people that are of particular importance to them.
Builds up vocabulary that reflects the breadth of their experiences.
Uses talk in pretending that objects stand for something else in play, e,g, ‘This box is my castle.’
40-60+ months
Extends vocabulary, especially by grouping and naming, exploring the meaning and sounds of new words.
Uses language to imagine and recreate roles and experiences in play situations.
Links statements and sticks to a main theme or intention.
Uses talk to organise, sequence and clarify thinking, ideas, feelings and events.
Introduces a storyline or narrative into their play.
Early Learning Goal
Children read and understand simple sentences. They use phonic knowledge to decode regular
words and read them aloud accurately. They also read some common irregular words. They
demonstrate understanding when talking with others about what they have read.
Reading Expectations:
30 – 50 months
Enjoys rhyming and rhythmic activities.
Shows awareness of rhyme and alliteration.
Recognises rhythm in spoken words.
Listens to and joins in with stories and poems, one-to-one and also in small groups.
Joins in with repeated refrains and anticipates key events and phrases in rhymes and stories.
Beginning to be aware of the way stories are structured.
Suggests how the story might end.
Listens to stories with increasing attention and recall.
Describes main story settings, events and principal characters.
Shows interest in illustrations and print in books and print in the environment.
Recognises familiar words and signs such as own name and advertising logos.
Looks at books independently.
Handles books carefully.
Knows information can be relayed in the form of print.
Holds books the correct way up and turns pages.
Knows that print carries meaning and, in English, is read from left to right and top to bottom.
40 – 60+ months
Continues a rhyming string.
Hears and says the initial sound in words.
Can segment the sounds in simple words and blend them together and knows which letters represent some of them.
Links sounds to letters, naming and sounding the letters of the alphabet.
Begins to read words and simple sentences.
Uses vocabulary and forms of speech that are increasingly influenced by their experiences of books.
Enjoys an increasing range of books.
Knows that information can be retrieved from books and computers.
Early Learning Goal
1. Children read and understand simple sentences.
2. They use phonic knowledge to decode regular words and read them aloud accurately.
3. They also read some common irregular words.
4. They demonstrate understanding when talking with others about what they have read.
Early Writing
Becoming a writer
Before you can write you need to be a talker and a thinker.
Just like adults, when children write they need a purpose for
writing.
Young children learn best through play and imitation.
Children start with emergent writing and letter strings
before they start to accurately sound out words.
Ideas to encourage your child to
write for a purpose:
Shopping lists
Thank you cards
Invitations
Christmas cards
Writing their own comment in their
reading diary
• Writing a diary when on holiday to share
with the class
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Supporting Handwriting
Encourage your child to hold their
pen/pencil correctly; thumb and forefinger
gripping the pencil and middle finger
supporting.
Take some time to check that you really do
know and understand how we are teaching
your child to form letters at school.
Apart from the capital letter at the
beginning of your child’s name, teach them
only lower case letters.
Activity:
We have four different formation
families – can you guess which letters
belong to each?
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Curly caterpillars
Zig zag monsters
Long ladders
One armed robots
Letter Formation
We teach letter formation using the four ‘shape’ families:
long ladder letters:
l, i, j, t, u, y
one-armed robot letters:
r, b, h, k, m, n, p
curly caterpillar letters:
c, o, a, d, g, q, f, s, e
zigzag letters: z, v, w, x,
Referring to these ‘shape’ families helps children to remember
the direction in which letters are formed. Whilst teaching and
supporting the children to form their letters we will consistently
use the words: up, down, around and flick.
Regularly using this vocabulary also helps trigger memory for
letter formation.
Make handwriting fun!
• Air writing (imaginary letters or words in the air)
• Writing on a partner’s back (partner feels for the correct
pattern in letters or words)
• Modelling with malleable materials like playdough and clay
• Drawing in sand and sand and water play in general, including
sieving, pouring and picking up toys using tools e.g. fishing rods
and cranes
• Sewing and weaving
• Chopping and peeling when cooking
• Develop the pincer movement by using tweezers to pick up
sequins, beads and feathers, sprinkling glitter, sand and salt
• Scribbling and drawing with chalk, dry wipe pens, felt tip pens
and paints on small, large boards and easels and on small and
large paper
• Playing with tactile and magnetic letters
• Tracing letters/words written on paper
• Copying letters/words written on paper
Useful resources to have at home
• Newspaper
• Corn flour
• Mark making tools: pens, pencils, chalks,
paint brushes.
• Tweezers
• Beads or pasta
• Sand/ glitter
• Jelly
• Baby lotion
• Regular trips to the play park
Writing Expectations:
30-50 months:
Sometimes gives meaning to marks as they draw and paint.
Ascribes meanings to marks that they see in different places.
40-60 months:
Gives meaning to marks they make as they draw, write and paint.
Begins to break the flow of speech into words.
Continues a rhyming string.
Hears and says the initial sound in words.
Can segment the sounds in simple words and blend them together.
Links sounds to letters, naming and sounding the letters of the alphabet.
Uses some clearly identifiable letters to communicate meaning, representing some sounds correctly and
in sequence.
Writes own name and other things such as labels, captions.
Attempts to write short sentences in meaningful contexts.
Early Learning Goal:
Children use their phonic knowledge to write words in ways which match their spoken sounds. They
also write some irregular common words. They write simple sentences which can be read by
themselves and others. Some words are spelt correctly and others are phonetically plausible.
Useful websites:
• www.bbc.co.uk/schools/parents
• http://www.bbc.co.uk/schools/wordsandpic
tures/index.shtml
• http://www.familylearning.org.uk/phonics_
games.html
• http://www.ictgames.com/phonic_fighter4.
html
• http://www.phonicsplay.co.uk/
• http://www.starfall.com/
Your task!
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Grab some post its
Find your child
Share an activity
Write an observation
Please remember Post its need Your child’s
name and the date. Please initial it at the
bottom to show who carried out the
observation.