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Assessment in Foundation 2015 Assessment in Foundation 2015.

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Presentation on theme: "Assessment in Foundation 2015 Assessment in Foundation 2015."— Presentation transcript:

1 Assessment in Foundation 2015 Assessment in Foundation 2015

2 Baseline Assessment Since starting school, the staff in foundation have been busy observing the children in their play. We learn so much about them by watching!

3 What are we looking for? 7 areas of learning -3 prime areas Personal, Social and Emotional Physical Communication and Language -4 specific areas Literacy Mathematics Understanding the World Art and Design Characteristics of Learning -Playing and exploring Finding out Having a go -Critical thinking and creativity Concentration Perseverance -Active learning Own ideas Making links

4 What do we do with this information? Build a picture of each child-learning journey. Match observations to assessment statements. Baseline data for each child-track progress across year and school. Plan appropriate activities.

5 Reading Workshop 2015 Reading Workshop 2015 Learning to read and write

6 Phonics  Daily discrete phonics session- 15 minutes  Fast pace  Play a range of games  Introduce key words- decodable and tricky.  Develop blending and segmenting skills.  Apply knowledge to read and spell words and captions.  Read and write captions and sentences.

7 What does a daily phonics lesson look like? Revise and review Learn something new Practice it Apply it

8 How to help your child  Read everyday  Practise key words regularly  Letter sounds not names  Jolly phonics but ultimately 1 pure sound  Build up words-blending  Separating words-segmenting  Play different games (back page of most reading books)

9 Guided Reading at School Whole class guided read on IWB Model where to begin reading One to one correspondence Discuss new features e.g. Bold print, exclamation marks, speech bubbles Lots of questions about pictures Order story events Make predictions

10 Reading zoo

11 Guided Reading Groups  Small groups 3-4 children  Books will match the child’s reading ability  Detailed discussion of book  One to one support  Reading comprehension  Progress  Example...



14 Reading in the Classroom

15 Home Reading  Reading books will not be sent home until your child knows 12 sounds.  Changing books- Tuesday and Friday (Reading Diary)  Talk about pictures, characters, make predictions, ask questions.  Find key words and sounds.  It is ok to use the pictures to help.  Read book at home when child is not too tired.  Make it fun and give lots of praise.  Love of books- try and read a bedtime story every night. 5-10 minutes every day is better than an hour at the weekend

16 Home Reading  You will keep the same book for 3 nights.  Please look at/read the book as often as you can! You might: Look at the book together discussing the pictures and making predictions. Read the book to your child-asking them questions. Child reads the book to you-encourage them to look for sounds, blend and segment words themselves. Read the book again (one page each) and draw a picture about the story/draw their favourite character.

17 Key Words 5 key words sent home every Friday in your child’s book bag. Please look at them each day alongside your child’s reading book. Make it fun! Pairs, snap etc. We will assess your child on their key word reading at the end of each half term. Your child needs to read each word on sight.

18 Writing- Main skills and attitudes  Seeing themselves as writers  Understanding how to write  Physical Development opportunities  Hand – eye co-ordination activities  Letter formation

19 Activities which help develop writing- Gross Motor

20 Large gross motor movements outside

21 Painting with brushes

22 Whisking up the soap flakes is great fun!

23 Manipulating playdough helps strengthen muscles.

24 Dough Disco!

25 Brushes in the salt to make patterns.

26 Activities which help develop writing- Fine Motor

27 Painting with cotton buds takes more control.

28 Using crayons, felt tips, pencils to draw and colour

29 Picking up small items using fingers, scoops and tweezers.

30 Using scissors to cut out helps motor control

31 Mark making

32 Adult focused writing sessions  twice a week  Fun and purposeful e.g. Jungle explorer maps to take with us into role play  Linked to story each week  Lots of discussion to engage and motivate  Sound mats  Praise!!






38 Thank you for listening Time to chat to staff Ask questions

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