2 The Early Years Foundation Stage Just a reminder…The Early Years Foundation Stage ensures thereis consistency in provision for children from birth to five.We provide the foundations for future learning.‘Early Learning Goals’ are set within this framework – the knowledge, skills and understanding that children should have acquired by the end of their first year at school.The ‘Early Learning Goals’ are based aroundseven areas of learning and development.
3 Seven areas of learning and development Prime areasCommunication and languagePhysical developmentPersonal, social and emotional developmentSpecific areasLiteracy developmentMathematicsUnderstanding the worldExpressive arts and design
4 Communication and language Speaking and listeningUnlocks the door to reading and writing!The more words children know and understand before they start phonics work the better equipped they are to succeed.Stories, rhymes, drama and songs fire children’s imagination and interest and encourage them to talk a lot, increase their vocabulary and improve their use andchoice of words.
5 To be a successful reader and writer… Ingredients:PhonicsLetter formationSpeaking and listeningKey wordsTime to practise
6 A successful reader can… Use a range of strategies with a strong emphasis on phonicsRecognise high frequency words, many of which cannot be sounded out phoneticallyLook at context and other clues to assist in understanding textE.g. Using pictures
7 Reading At school Individual, group and shared reading Phonics sessions and high frequency wordsOxford Reading Tree (ORT) is our main schemeAt homeSharing and talking about books, rhymes and storiesLook at and talk about printed language in their environment, on food packets, road signs, labels and leafletsRead ‘target’ books and write in the reading diary
8 What is phonics?Phonics involves teaching how to connect the sounds of spoken English with letters or groups of letters.E.g. a says a.Although there are 26 letters in the alphabet there are 44 phonemes in the English Language.A phoneme is the smallest unit of sound in a word.E.g. c-a-tWe use a letter or a group of letters to represent these sounds (grapheme – how it is written).Pure sounds – don’t add ‘uh’!
9 PhonicsWe follow the ‘Letters and Sounds’ programme with ‘Cued Articulation’ signs to support.‘Letters and Sounds’ is a six phase programme that aims to ensure that by the end of KS1 children develop fluent word reading skills and have good foundations in spelling.Daily 20 minute sessions.
10 Letters and Sounds Phase 1 Phase 2 Phase 3 Phase 4 Activities to promote speaking and listening skillsPhonological awarenessOral blending and segmenting. Sound talk!Phase 2Learning to pronounce sounds in response to lettersBlending sounds for readingSegmenting words for spellingPhase 3Completes teaching of the alphabetIntroduces sounds represented by more than one letterBegin learning at least one representation for each of the 44 soundsPhase 4Learning to blend and read words containing adjacent consonantsLearning to segment and spell words containing adjacent consonantsRead and spell the tricky wordsWrite each letter, usually correctly
11 What does ‘learning a letter’ involve? Recognising the shape of the letter from other letter shapesRecognising and articulating a sound (phoneme) associated with the letter shapeRecalling the shape of the letter when given its soundWriting the shape of the letter with the correct movementNaming the letter
12 Phonics at home Sounds sent home each week: Cued articulation action and letter shapeCorrect letter formationLetters to cut out for word gamesWords for reading and spelling
13 High Frequency Words Sight words should be read ‘automatically’ (improves the fluency of reading)Some can be sounded out and some can’t be sounded out (tricky words)High frequency words at homeSets of words sent home will mainly consist of tricky wordsChildren need to recognise these words automaticallyKeep in book bagsSuggested activities:Matching gamesFlash cardsSpot the words in stories
14 A Successful Writer Children begin with ‘wiggles and squiggles’. They begin to ascribe meaning to these marks.Increasingly use phonic knowledge and letter formation in their writing.Write simple ‘CVC’ words as knowledge increases.
19 What you can do to help! Encourage your child to draw, paint etc. Show children your writing, shopping lists, things to do, cards.Make scrap books, write postcards, party invitations.Develop fine motor skills by cutting, sewing, dot-to-dots etc.Encourage your child to have a go and praise all of their efforts!
20 Mathematics Children will have opportunities to: Experience counting games, number rhymes, songs and storiesCount objectsLearn the order of numbersRecognise numeralsWrite numerals correctlySort and match objects by colour, size and shapeRecognise and recreate patternsUse mathematical understanding to solve practical problems
27 Maths at homePoint out numbers around you, on houses, cars, television channels, cookers and microwaves,Say number names in order as you climb the stairs, count teddies on a bed, plates on the table.Compare quantities, who has the most sweets, which shopping bag is heavier?We will regularly send home a challenge linked to what we have been learning about at school.