Transcript What will my child be doing in the Foundation Stage at St

Early Years Foundation Stage.
Early phonics/reading Information Session.
What does my child need to bring
to school?
EVERYDAY….
 A named drink bottle.
 Book bag with reading books.
 Waterproof coat.
 Lunchbox if having own lunch.
Friday:
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Please take out your child’s
library book and record
book.
PE kit to be kept in school.
(This will be sent home every half
term to be washed.)
Please do not write anything in
this record book until your
child moves onto the school
reading scheme.
Colour coded books are not
recorded.
Please make sure all
belongings are named
Reading and homework.
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Everyone:
Colour coded book. This is a book to read with your child. It is changed
independently everyday in class and is linked to your child’s reading stage.
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Library book. Every Friday the class visit the school library and the children choose
a book to keep at home for the week.
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Only once your child is ready:
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Reading scheme book. This is changed once a week and is recorded in your
child’s record book. Please sign and/or comment, each time you read this book with
your child. Each child will be assessed individually and only given a scheme reading
book once he/she is confident to blend sounds to read words and to recognise some
sight words.
Target words. These are learnt at home and will be changed in class when your
child is confident with reading his/her own set of words. (please hand in once
completed.)
January
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Handwriting homework. Each week the children learn 2 letters, please reinforce
these at home by helping your child to say the sound and form the letter shapes
correctly. This is handed in on a Monday.
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The 2012 Early Years Foundation Stage
curriculum is divided into seven areas of learning:
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Three Prime areas:
Personal, social and emotional development.
Communication and Language.
Physical development.
Four specific areas:
Mathematics.
Literacy.
Understanding the world.
Expressive Arts and Design.
Literacy:
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Phonics.
Forming letters correctly.
Early reading skills.
Independent writing
(beginning to look at sentence
structure.)
Communication
and Language:
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Speaking and listening.
Role play, dressing up, pretend
play.
Circle/news time.
Show and tell
A Reading Journey…..
The steps to brilliant reading….
To begin, a child needs to:
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enjoy listening to stories being read aloud.
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learn to handle a book correctly.
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look at the pictures and talk about different stories.
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enjoy a variety of different types of books e.g. non-fiction, poems.
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Next steps:
Recognise and correctly name all single letter sounds (Set 1).
Be able to hear the sound at the beginning, middle and end of simple words.
Blend two or three sounds together to read words (CVC words e.g. cat) (Fred talk)
Recognise sight words (Red words) e.g. said, to, me
Read simple sentences independently.
Begin to work on digraph sounds e.g. th, sh, ch (set 2/3)
Become more fluent, read with some expression and begin to understand basic
punctuation.
Sounds:
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Set 1: m a s d t i n p g o c k u b f e l h r j
vywzqx
sh th ch ng nk
Set 2: ay ee igh ow oo ar or air ir ou oy
Set 3: ea oi o_e u_e aw are ur er
ow ai oa ew ire ear ure tious tion
(These lists can be found on the school website.)
Single Letter Sounds (Set 1)
We use the ‘Ruth Miskin Phonics Programme’
across the whole school to teach phonics,
reading, spelling and comprehension.
It is vital that all children to learn to pronounce
each sound correctly.
It is important not to adding ‘uh’ to the end of a
sound.
Some sounds are stretchy fffffffff, lllllllllllll, mmmm,
nnnnnnn.
Some sounds are bouncy c, t, p, b, y.
Helping your child:
Common difficulties:
Try to encourage your child to only say
the sound once, rather than over and
over.
Do not only focus on one scheme e.g.
Letter land, Jolly Phonics. These are
great but sometimes children learn the
picture rather than the letter sound.
Don’t get frustrated if your child can say
the sounds, but not blend to read the
word. With practice and patience, they
will get there.
Making it fun:
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Eye spy.
Fred talk with a toy/puppet.
Letter hunt (What can we find starting
with a ‘s’?)
Can you jump on the ‘h’?
Hide the letter cards around the
room/garden. Can you shout the
sound when you find it?
Bath time foam letters.
Magnetic letters on the fridge.
Phonic games/ puzzles.
Forming the letters in sand, foam,
paint etc.
Mark Making (Pre-Writing skills):
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Young children need to have the opportunity to mark make using a
wide variety of resources, such as crayons, pens, paint, chalk,
pastels etc.
They need to experience different textures, such as making shapes
and patterns in the sand and shaving foam trays, finger painting
and using chalk outdoors.
It is best to start with large movements, getting smaller and neater
as your child’s pencil grip and control develops.
We can strengthen a child’s finger muscles and develop the pincer
grip, by using play-dough, play foam, tweezers, pegs, collaging with
rice, lentils, seeds etc.
Scissors should be held correctly and cutting needs a lot of practice.
Please see ‘Handwriting: Starting Out ‘ information sheet for further
information.
Recording and Assessing:
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Learning Journals.
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Your child’s learning journal
includes photographs, pieces
of work during independent
choosing time, observations
made by members of staff and
the child’s own comments.
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“I made a pyramid” Chloe 12.7.12
Contributions by
parents/from
home:
The children’s learning
journals will be out in the
classroom once every half
term, for parents to look
through and add comments.
Please encourage your child to
bring in any pictures, writing,
collages, paintings etc from
home to be put into their
‘Learning Journal.’
Any Questions????