1. Maths and Phonics Reception workshop Welcome to the Mid Year Update
Maths and Phonics Reception workshop Welcome to the Mid Year Update! Monday 27th February & Friday 3rd March 2017

2. Maths and Phonics Reception workshop Aims of the session To remind you how early reading, writing and Mathematics is taught in Reception. To explain how the children are moving on in their learning of reading, writing and Mathematics in Reception.

3. Phonics We are continuing to follow the Read Write Inc programme.
Children enjoy daily “Speedy Sounds!” sessions in small groups, all the adults working in Reception teach a phonics group.
Children move between these groups according to the sounds they know, their ability to blend, their red word recognition and their fluency & pace in reading.

4. Phonics
Sounds we have been
learning include….
Set 1 sounds

5. Bouncy Stretchy sounds sounds
b, c, k, d, g, h, j, p, q, t, w, x, y, a, e, u, i, o
f, l, m, n, r, s, v, z, sh, th, ng, nk
Faye
The sounds are broken into two types; bouncy or stretchy. Bouncy sounds are short and quick such as a a a a a
Whereas stretchy sounds are to be held for longer such as ssssssssssssssssssssss

6. Sounds we are now learning include…. Set 2 sounds
Each combination of letters has a phrase to help the children learn the new sound.
You may hear the children use expressions such as “special friends”

7. Sounds we are now learning include…. Set 3 sounds
Each combination of letters has a phrase to help the children learn the new sound.
You may hear the children use expressions such as “My friend on the end!”

8. Green Words These are words the children can “Fred talk” to read.
There are dots and dashes under the sounds to help them.

9. Red Words “You can’t Fred a red!”
Red words can not be sounded out, such as said was come
The children need to learn to read them on sight
The children each have a ‘Red Word Tracker’ in their home-school books and their Learning Stories to target specific red words to learn to read on sight.
The tricky part in these words are called grotty graphemes.

10. Reading Sound packs –shared at school and home.
Word packs – shared at school and home.
Ditties or Read Write Inc books - shared daily during ‘Speedy Sounds’ time at school.
Reading books – from our schemes (Dandelion or ORT) shared at school and home. Changed weekly.
Choosing books – at the same level of challenge as scheme books to be shared at home. The children have the opportunity to change these three times a week.
Library books – to be shared at home. The children have the opportunity to select a new library book each Wednesday during our Library session.

11. Handwriting
The children have the opportunity to engage in hand control activities across the day.
The children take part in daily handwriting sessions.
The children have a shared school to home handwriting book.
We use letter families to help develop accurate letter formation.

12. Writing
Expectations
•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.

13. End Of Year Expectations
Writing
End Of Year Expectations
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.

14. Maths Teddy Bear Challenge
The children are working towards completing their Teddy Bear Challenge and receiving the certificate in our celebration assembly.
The children have a copy of their Teddy Bear Challenge in the back of their home school book and in their Learning Story. Their Next Step target in Mathematics is linked to this challenge.

15. Here are the 15 stages of our number challenge:
Teddy Bear Challenge
Here are the 15 stages of our number challenge:
Ear 1 – I can count 10 objects.
Ear 2 – I can recognise 0-10.
The head – I can put 0-10 in order.
The tummy – I can find 1 more to 10.
Leg 1 – I can find 1 less to 10.
Leg 2 – I can count 20 objects.
Eye 1 – I can add using objects.
Eye 2 – I can take away using objects.
Foot 1 – I can recognise/order to 20.
Foot 2 – I can find 1 more to 20.
Arm 1 – I can find 1 less to 20.
Arm 2 – I can add using a number line.
Hat – I can take away using a number line.
Left waistcoat – I can double some numbers to 10.
Right waistcoat – I can halve some numbers to 10.
Faye
In Reception, we have created a new maths challenge for the children. There are 15 stages to be achieved, all relating to the early learning goals that the children work towards in reception. This motivates children and gives them a clear focus to aim for.
Once the children have completed a stage, and the teacher feels confident in this, they can colour in part of the teddy. Once all stages are complete and teddy is all coloured in they will receive a certificate. A booklet will be kept in their learning story to keep you informed of your child’s progress. A copy of the teddy challenge will be placed into your childs home school book so you know what the steps are too.
Here are the 15 stages.

16. Maths “Count me in Challenge”
As the year moves on the children will continue to develop their understanding of number.
As the year moves on we hope the children will begin to complete their Teddy Bear Challenge.
As the year moves on the children will begin to work on their “Count me In challenge”.
As this challenge suggests it is all about understanding number, counting, patterns in counting and using this number knowledge to solve problems.

17. Maths “Count me in Challenge”
These are the areas the Count Me In Challenge starts with
I can count up to ten
I can count back from ten to zero
I can count up to twenty and back from twenty to zero
I can count up in two’s to twenty (the tenth multiple)
I can count back from twenty to zero in two’s
I can count up from zero to fifty in five’s and back to zero again in 5’s
I can count up from zero to one hundred in ten’s and back to zero again in 10’s

18. Maths Expectations in Number
•Selects the correct numeral to represent 1 to 5, then 1 to 10 objects.
•Counts an irregular arrangement of up to ten objects.
•Estimates how many objects they can see and checks by counting them.
•Uses the language of ‘more’ and ‘fewer’ to compare two sets of objects.
•Finds the total number of items in two groups by counting all of them.
•Says the number that is one more than a given number.
•Finds one more or one less from a group of up to five objects, then ten objects.
• In practical activities and discussion, beginning to use the vocabulary involved in adding and subtracting.
•Records, using marks that they can interpret and explain.
•Begins to identify own mathematical problems based on own interests and fascinations..

19. Maths
End Of Year Expectations
Early Learning Goal: Children count reliably with numbers from one to 20, place them in order and say which number is one more or one less than a given number. Using quantities and objects, they add and subtract two single-digit numbers and count on or back to find the answer. They solve problems, including doubling, halving and sharing.

20. Maths Expectations in Shape, Space and Measures.
•Beginning to use mathematical names for ‘solid’ 3D shapes and ‘flat’ 2D shapes, and mathematical terms to describe shapes.
•Selects a particular named shape.
•Can describe their relative position such as ‘behind’ or ‘next to’.
•Orders two or three items by length or height.
•Orders two items by weight or capacity.
•Uses familiar objects and common shapes to create and recreate patterns and build models.
•Uses everyday language related to time.
•Beginning to use everyday language related to money.
•Orders and sequences familiar events.
•Measures short periods of time in simple ways.

21. Maths End of Year Expectations in Shape, Space and Measures.
Early Learning Goal: Children use everyday language to talk about size, weight, capacity, position, distance, time and money to compare quantities and objects and to solve problems. They recognise, create and describe patterns. They explore characteristics of everyday objects and shapes and use mathematical language to describe them.

22. Supporting your child at home.
Listen to your child read regularly (at least 3 times a week)
Complete the weekly handwriting book
Practise your child’s Teddy Bear Challenge target
Practise your child’s red word list
Practise sounds with your child
Complete the Wow Book, maybe your child could start writing their own sentences

23. Thank you for attending the Maths and Phonics Reception workshop – we hope you found this information useful.