Barrs Court School Curriculum Meeting September 2015 Aim of this - - PowerPoint PPT Presentation
Barrs Court School Curriculum Meeting September 2015 Aim of this morning To give you an insight into what your child experiences in school on a day to day basis. To support you with what your child will be bringing home in their
Barrs Court School Curriculum Meeting September 2015
Aim of this morning…
your child experiences in school
child will be bringing home in their book bag!
you might have.
Miss Miss Har Harris is Miss Miss Duce Duce Miss Miss Mein Mein
Meet the team!
Miss Cook Miss Miss Dr Drew
The doub e double sided le sided Home-Sc Home-School hool Diary Diary
The messa e message side of e side of the diary the diary is a way to communicate between home and school. Please write in anything you need the teacher to know (not about reading). The children give their diary to teacher in the morning, they then initial all comments to show they have been read. Please can you initial our comments to show you have seen them.
Areas of Learning and Development
Prime Areas Personal, Social and Emotional Development
Making Relationships Self‐confidence and self‐awareness Managing feelings and behaviour
Physical Development
Moving and handling Health and self‐care
Communication and Language
Listening and Attention Understanding Speaking
Specific Areas Literacy
Reading Writing
Mathematics
Numbers Shape, space and measures
Understanding the World
People and communities The World Technology
Expressive Arts and Design
Exploring and using media and materials Being Imaginative
children.
them.
are taught within the topic.
“PLAY!!!!!!”
Making toys in the workshop…
Sleigh building…
Decorating the Christmas tree…
Weighing toys before they get posted… Delivering letters to the correct houses…
Making decorations for the classroom…
Busy time of year for the Post Office workers…
‘Christmas music’ inspired dances …
Exploring fake snow…
Re-creating the Nativity scene…
Performing in
KS1 Nativity!
How do w How do we teac teach r h reading a eading at Bar Barrs Cour
t School? hool?
Pre-reading skills...
difference (visual discrimination).
meaning (environmental text).
when sharing big books.
help tell the story).
The 6 phases
Phase 1 – listening to sounds, being able to distinguish between sounds. Usually done in nurseries. Some chn need more phase 1 before learning sounds (phase 2). Phase 2 – Introduction of sounds (see handout). Building of words, reading, writing CVC words. Phase 3 – Introduction of new sounds including digraphs and trigraphs. Phase 4 – all sounds already learnt. Chn consolidate, read polysyllabic words, adjacent consonants. Phase 5 – learn alternative graphemes for the phonemes they already know (‘e’ in he/bed/me/she) Phase 6 – Spelling, doubling letters, dropping letters, impact of tense on spelling.
We need to practise the sounds we have learnt so far…
Today we are learning the letter Listen to the story to help us learn our new sound..
The children are sitting in the dining room ready for their meal. They talk about which foods they love. Tommy says he loves Spaghetti Bolognaise. “mmmmmmmm.” Maisie says she loves hotdogs! “mmmmmmmmm.” Mum comes in with some roast chicken and they all say “mmmmmmmmmm”. Can you say “mmmmmmmm”?
Can you find the words that start with ‘m’?
Practise writing previously learnt letters on whiteboards or in shaving foam/sand trays/rainbow salt trays.
Go outside to complete a sound hunt… ‘Can you find something starting with…?’
Art and craft activities linked to a newly learnt sound… and tissue paper trees. apple printing, Beaded snakes,
The activities often strengthen fine motor control as well as reinforce previously learnt sounds.
Everyday the children revise/revisit learn something new Apply those skills to carefully planned activities to ensure sticky learning.
Soon they will be able to apply their phonic knowledge in order to...
Hear initial sounds in words Robot talk (orally segment) Read CVC words (sound out and blend) Spell CVC words
c‐a‐t
(you can use your handout!!!)
If only it were that simple! Not all words can be sounded out…
Set of keywords in back of diary. Once your child knows these we will give them the next set. Feel free to put a note in the diary when you feel they are ready to be tested. Keywords cut up to play games with, helps them to learn them on sight. Oxford Reading Tree Words
(Plastic CD wallet in book bag) There are 100 keywords (also known as high frequency words) that we aim for the children to be able to read by the end of their reception year. Some keywords can be decoded (sounded out), others
‘tricky wo words’. Sight r Sight recogniti ecognition helps n helps f fluent r uent reading (not slow ading (not slowed down ed down by so sounding o unding out/b /blending). lending).
The Oxf e Oxford R Reading T eading Tree ee book books tha s that come home come home every da ery day… y…
Oxford Reading Tree Books
band on them. The children will be told what colour band to choose and a note will be put in the home school diary, within the ‘reading’ side (not the ‘message’ side!) to keep you up to date.
in the back of the Oxford Reading Tree books.
new band we will put a note in the home-school diary.
Reading a eading at home home
Encourage children to…
(often these cannot be sounded
Reception will be included in the whole school ‘Fivers’ scheme where children are expected to read 5 times a week If the children read 5 times a week their name balloon will be moved on the cloakroom display. This is a f is is a fiver! r! (This includes sharing a book with you if they are too tired to read, just write it in the diary!). If they get 10 fivers they get a certificate. If they get 3 certificates over the school year, they go into a draw for a book token.
FIVERS FIVERS