Early Years Foundation Stage. Early phonics/reading Information Session. EVERYDAY…. A named drink bottle. Book bag with reading books. Waterproof coat. Lunchbox if having own lunch. PE kit to be kept in school. (This will be sent home every half term to be washed.). Friday: - PowerPoint PPT Presentation
What will my child be doing in the Foundation Stage at St. Edwards?
Early Years Foundation Stage.Early phonics/reading Information Session.
1What 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.
PE kit to be kept in school.(This will be sent home every half term to be washed.)
Friday: Please take out your childs library book and record book.
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
2Reading and homework.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 childs reading stage.
Library book. Every Friday the class visit the school library and the children choose a book to keep at home for the week.
Only once your child is ready:Reading scheme book. This is changed once a week and is recorded in your childs 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.)JanuaryHandwriting 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.
3The 2012 Early Years Foundation Stage curriculum is divided into seven areas of learning: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:Phonics.Forming letters correctly.Early reading skills.Independent writing (beginning to look at sentence structure.)Communicationand Language:Speaking and listening. Role play, dressing up, pretend play.Circle/news time.Show and tell
5A Reading Journey..The steps to brilliant reading.To begin, a child needs to:enjoy listening to stories being read aloud. learn to handle a book correctly.look at the pictures and talk about different stories. enjoy a variety of different types of books e.g. non-fiction, poems.
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, meRead 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.
6Sounds:Set 1: m a s d t i n p g o c k u b f e l h r j v y w z q x 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.) 7Single 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.
8Helping 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. Dont 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: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.
9Mark Making (Pre-Writing skills):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 childs pencil grip and control develops. We can strengthen a childs 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.10Recording and Assessing:Learning Journals.Your childs learning journal includes photographs, pieces of work during independent choosing time, observations made by members of staff and the childs own comments.
I made a pyramid Chloe 12.7.12Contributions by parents/from home: The childrens 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.