1. Welcome to Harold Wood Today’s Meeting To briefly explain about ways we develop skills of reading and writing in the EYFS. To give you an overview of how we develop your child’s phonic knowledge and skills. To help you understand how you can support your child at home. Today’s Meeting To briefly explain about ways we develop skills of reading and writing in the EYFS. To give you an overview of how we develop your child’s phonic knowledge and skills. To help you understand how you can support your child at home.

2. Reading Children in Reception will have different levels of understanding and stages of development. Children develop at different rates. Gender/Previous experience/Age Happy, confident children make the best learners.

3. Books Books- begin with Oxford Reading Tree Independent /Guided Reading

4. Helping your child write Using their whole body Hand and finger play Eye hand co-ordination. Correct pencil grip.

5. Writing –Stages of writing 1: Scribbles/ random marks on paper. 2: Pretend Writing 3: Using just random letters 4: Using initial sounds to represent words. 5: Using a mixture of words and phonic knowledge.

6. Letters and Sounds 6 phases Phase 1 -ongoing ks1 1-4 in reception Phase 5 -year 1 Phase 6- year 2 Daily session -15 minutes 6 phases Phase 1 -ongoing ks1 1-4 in reception Phase 5 -year 1 Phase 6- year 2 Daily session -15 minutes

7. Phase 1 Children explore and experiment with sounds, differentiate between sounds and become familiar with rhyme,rhythm and alliteration.

8. Phase 1 -7 aspects Tuning into sounds-environmental sounds, Instrumental sounds Body percussion Rhythm and rhyme Alliteration Voice sounds-stories Oral blending and segmenting Get your b-a-g Put on your h-a-t Tuning into sounds-environmental sounds, Instrumental sounds Body percussion Rhythm and rhyme Alliteration Voice sounds-stories Oral blending and segmenting Get your b-a-g Put on your h-a-t

9. Good listening skills Give me 5 Eyes looking Ears listening Lips closed Hands still Mind awake-thinking Need to model these skills

10. How can you help? Songs and nursery rhymes Play a tune-follow me Rhyming stories Make a collection of different toys/objects what sound does it make duck-quack, snake- ssss What sound do they all begin with duck, doll, dog Play I spy Songs and nursery rhymes Play a tune-follow me Rhyming stories Make a collection of different toys/objects what sound does it make duck-quack, snake- ssss What sound do they all begin with duck, doll, dog Play I spy

11. How can you help? Sound talk-Robot talking I spy a p-e-g I spy a c-u-p Where’s your other s-o-ck? Simon says touch your h-ea-d Simon says touch your ch-i-n. Sound talk-Robot talking I spy a p-e-g I spy a c-u-p Where’s your other s-o-ck? Simon says touch your h-ea-d Simon says touch your ch-i-n.

12. Phase 2 Learning 19 letters of alphabet and one sound for each(Sounds /names) Sounds-phonemes order learnt not alphabetical Also learn graphemes Blend and segment c.v.c. words Jolly Phonics movement/listening/seeing/writing Learning 19 letters of alphabet and one sound for each(Sounds /names) Sounds-phonemes order learnt not alphabetical Also learn graphemes Blend and segment c.v.c. words Jolly Phonics movement/listening/seeing/writing

13. How can you help? Learn songs Use magnetic letters use letters taught-find these Write letters-sound books Large physical movements Make an alphabet book/buy a poster Learn songs Use magnetic letters use letters taught-find these Write letters-sound books Large physical movements Make an alphabet book/buy a poster

14. Reading words Blending sounds together to make words s-a-t p-a-t c-a-t r-a-n Sound buttons Aim is to read word automatically Blending sounds together to make words s-a-t p-a-t c-a-t r-a-n Sound buttons Aim is to read word automatically

15. Spelling words Segmenting words into their separate sounds dog d-o-g Begin to read simple captions dad and nan pat a dog pots and pans Segmenting words into their separate sounds dog d-o-g Begin to read simple captions dad and nan pat a dog pots and pans

16. How can you help? Use letters to make little words- put letters to-gether S a t p at sat pat tap Make a word and then break it up met m-e-t Word boxes Spelling –more difficult –so praise attempts. Use letters to make little words- put letters to-gether S a t p at sat pat tap Make a word and then break it up met m-e-t Word boxes Spelling –more difficult –so praise attempts.

17. Phase 3 Remaining 7 letters of alphabet Digraphs ch c –h sh s-h Remaining 7 letters of alphabet Digraphs ch c –h sh s-h

18. digraphs We say ai as in rain r-ai-n We say igh as in night n-igh-t

19. Phase 4 No new phonemes at this stage Children learn to blend and segment longer words swim clap jump Children move from cvc words like pot to cvcc words pots and ccvc words spots No new phonemes at this stage Children learn to blend and segment longer words swim clap jump Children move from cvc words like pot to cvcc words pots and ccvc words spots

20. Alien words j-ai-n ch-ai-g s-p –l-or-d-i-d

21. High-frequency words We introduce 45 ‘high-frequency words’, which your child is most likely to come across when they start reading. Some of these can be sounded out, but there are also some tricky words that need to be learnt on their own as a whole, because they are irregular and cannot be sounded out, e.g. come, was.

22. Tricky words do not follow the rules the

23. go to I

24. How can you help? Set a timer-call out a word get your child to spell it-magnet board. How many words? Hide words in sand set a timer hold up word you want them to hunt for-say I am looking for word ‘the’-go Play pairs two words at a time try to find matching pair tricky words-the-the no- no into-into Write word with finger in flour, paint brush and water Set a timer-call out a word get your child to spell it-magnet board. How many words? Hide words in sand set a timer hold up word you want them to hunt for-say I am looking for word ‘the’-go Play pairs two words at a time try to find matching pair tricky words-the-the no- no into-into Write word with finger in flour, paint brush and water

25. The more children are exposed to activities involving Letters and Sounds the quicker they consolidate skills. Please ask for help if you are not sure. Thank you for your time and interest