1. Writing in Reception

2. 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!!

3. 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.

4. 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

5. 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

6. 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.

7. (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.

8. 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

9. Gives meaning to marks as they draw and write

10. Mark making:

11. Beginning to form recognisable letters

12. Segments sounds in words

13. labels & captions

14. Continue a rhyming string

15. Attempts to write short sentences in meaningful contexts.

16. 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.

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