English Workshop EYFS 24th January

Aims Fundamentals for reading and writing Vocabulary and language Literacy – Reading & Writing

Fundamentals - Reading Recognition of sounds – graphemes / phonemes. -Say the sound in the purest way – no ‘schwaring’. -Digraphs and Trigraphs Blending -Blend the sounds and put the word back together. Tricky words -Remember these words are ‘tricky’ so sound out and blend so we teach the children to recognise them by sight.

Fundamentals – Writing Recognising the graphemes Correctly forming the graphemes -Starting the letter in the correct place. -Anti-clockwise movements -Letters are of consistent size - Letters shouldn’t be back to front -Take care over b and d. Developing a good pencil grip -Using three fingers (tripod grip) to grip the pencil. -Finger gym.

Vocabulary and Language During the early years vocabulary develops at a rapid rate of 50-70 words per week. By the time a child is five he / she will have an oral vocabulary of about 14 000 words. However, research shows that children who don’t come from a ‘talk rich’ environment can have a vocabulary of less than 9 000 words.

Who’s in the box?

Cue Card Game

Literacy – Reading & Writing Beginning with a book -What do you see? -What do you think the book will be about? -Who has written the book? -What do you think will happen? -Why do you think the girl has a basket on her head? -Where do you think the story takes place? -Can you see anything unusual or different in the picture?

delicious ripe Surprised tangy village guava

Retelling the story with actions.

Ask questions about the story… What do you think will happen next? Who is the main character in the story? What has happened so far? Ask questions about the story… How is the main character feeling? What do you think will happen next? How would you feel if you were Handa? Does Handa know that the animals are taking the fruit?

Create a story map.

Talk Partners The giraffe ate the pineapple. The ate the . The tall giraffe ate the sweet pineapple. The ate the .

Make my sentence even more exciting… Handa put seven fruits in her basket.

Innovating

Have you ever heard the story of… Story Starters Once upon a time… A long time ago… One day … Have you ever heard the story of…

•Gives meaning to marks they make as they draw, write and paint •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.

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 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.