Writing in Reception

Aims The EYFS curriculum Literacy and writing Phonics This session will aim to give you a clearer understanding of: The EYFS curriculum Literacy and writing Phonics Examples of writing at different stages in Reception Parent Writing task!!

EYFS Curriculum Areas of learning Prime Areas: Personal, social & emotional development Self confidence & awareness managing feelings & behaviour Making relationships Physical Development Moving & handling/ Health & self care Communication & Language Listening & attention/ Understanding Speaking Specific areas: Literacy Reading Writing Maths Numbers Shape space & measure Understanding of the World People & communities The World Technology Expressive Arts and Design Exploring media and materials Being imaginative 17 Early Learning goals Prime areas support and scaffold chn learning through play. Fundamental aspect of the curriculum work together, and move through to support development in all other areas.

Gross motor control- the development of controlled movements of the whole body, or limbs. handwriting is supported by the development of good posture and balance e.g dance, football, use of small apparatus, cycling, gripping climbing frames and building with large-scale construction kits. Fine motor control- smaller movements, usually of the hand and fingers. Fine motor control is best developed through activities which involve small-scale movements. Eg cutting, moulding, threading, painting

Phonics Phase 2: Set 1: s, a, t, p Set 2: i, n, m, d Set 3: g, o, c, k Set 4: ck, e, u, r Set 5: h, b, f, ff, l, ll,ss Phase 3: As letters are introduced, children are encouraged to use their knowledge of the letter sounds to blend and sound out words. Blending - s-a-t to make the word sat. segment words- find the letter sounds that make the word tap from a small selection of letters. Set 6: j, v, w, x Set 7: y, z, zz, qu Consonant digraphs: ch, sh, th, ng Vowel digraphs: ai, ee, igh, oa, oo, ar, or, ur, ow, oi, ear, air, ure, er

Writing Attempts to write short sentences in meaningful contexts. Begins to break the flow of speech into words. Hears and says the initial sound in words. Writes own name and other things such as labels & captions. Uses some clearly identifiable letters to communicate meaning, representing some sounds correctly and in sequence. Can segment the sounds in simple words and blend them together. Writing Continues a rhyming string. Can segment the sounds in simple words and blend them together. Gives meaning to mark as they draw, write and paint Links sounds to letters, naming and sounding the letters of the alphabet. Attempts to write short sentences in meaningful contexts.

(Expectation at the end of reception) Early Learning Goal (Expectation at the end of reception) 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.

Writing in the classroom Morning writing books Free writing- Crayons, felt tips, pencils, chalk, whiteboard markers Experimenting with different mediums- corn flour, shaving foam, skywriting, writing on palms & on partners back Mark making using chalk to draw on ground, painting on easels, drawing with water using paintbrushes Pictures with phoneme frames/ picture & word matching Focus activities-topic planning/cooking/news

Gives meaning to marks as they draw and write

Mark making:

Beginning to form recognisable letters

Segments sounds in words

labels & captions

Continue a rhyming string

Attempts to write short sentences in meaningful contexts.

Early Learning Goal (Expectation at the end of reception) 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.

Writing task Write a list of ingredients using only the sounds that you can hear in the words