Welcome to our Parent Information Session Our new EYFS Provision - - PowerPoint PPT Presentation

Welcome to our Parent Information Session

Our new EYFS Provision

Reading, Writing and Maths Structure

 Children take part in a 20-30 minute Phonics lesson every day.  Children are heard read once a week individually when their books are changed and once in a group session called Guided Reading.  They complete two adult-led writing tasks a week and two adult-led maths tasks a week. All tasks are linked to the current topic to engage the children.  Alongside the adult –led tasks we set up resources in the classroom that are linked to our topic that encourage the children to apply the skills they have learnt to independent work.

Jolly phonics phase 2 - YouTube

Phonics

PURE SOUNDS

Grapheme- The written letter e.g. ‘a’ that represents a sound in a word. Phoneme- Is the sound the letter makes. GPC - This is short for Grapheme Phoneme Correspondence. Knowing a GPC means being able to match a phoneme to a grapheme and vice versa. Digraph- Two letters make one sound e.g. ch Trigraph-Three letters make one sound e.g. igh Tricky Words- Words that we cannot sound out as some letters make the wrong sound e.g. to We discuss names and sounds the letters make e.g. it’s name is A, the sound it can make is a.

CHAT book resources (Flashcards and Tricky Word Fans)

Vocabulary

All children start on phase 2. They are then grouped according to ability. Phase 2 begins by introducing GPCs and there is a big emphasis on the pronunciation of the phonemes to help them blend sounds to read later on. It is very practical, we look closely at what movements our mouth makes when we pronounce each sound using mirrors and a lot of partner work.

CHAT book resources

A new phoneme (sound) is introduced each day. We do this by showing the grapheme and linking it to the sound with, pictures, actions and lots of practice for forming the letter. You can form the letter with a finger in the air,

• n the palm of the hand, on the back of another child, on a rough surface like

the floor. All these experiences need to come before trying to write the letter

• n a whiteboard or piece of paper.

Once children are beginning to link GPCs we start building words using magnetic letters, flashcards, bottle tops etc…

Children enjoy listening to stories and beginning to recognise the way stories are structured. They begin to use the illustration to talk about what is happening, predictions and talk about how characters are

• feeling. (Lilac Books)

Reading

Linking sounds to letters.

• Naming and sounding letters of the alphabet.

Segmenting and Blending words to read.

• Beginning to read captions and sentences.
• Develop reading fluency and comprehension.
• Encouraging the children to read the sentence back after they

have segmented it to ensure an understanding of what they have

• read. Segmenting and blending can slow the fluency of reading

down so this needs to be embedded.

Writing

• Mark making-Giving meaning to marks they make.

• Hearing initial sounds
• Linking sounds to letters

• Using phoneme fingers to segment words to spell
• Beginning to write labels and captions, leading onto

sentences.

• Punctuation-

Handwriting

 Cursive  As in Phonics cs we link a rhyme to a letter.

• r. We do

‘big’ handwriting and ‘small’.

• Ladder letters

s

• Robot letters

rs

• Caterpillar

r letters rs

• Zig Zag letters

(Have a go )

• The idea is that all letters

s start t in the same place (on the line and sweep up). When childre ren n come to join n up writi ting ng in later years it makes s their r writi ting look very neat. They do see other fonts also in books and displays. ays.

CHAT book resources

Maths

 Very Practical – Begin with comparing quantities. (Building tower blocks for Superbat.)  Talking about what they see. Modelling language Such as “I can see 2 bears and 1 more is 3”.

• Encourage 1:1 correspondence counting i.e saying one number name for one
• bject.
• However, there is a big focus on seeing number patterns instead of counting

each object. Subitising cards/dice/Numicon/hands

• Numicon- It is designed to help children see connections between numbers

through manipulating and making connections between the shapes. Used higher up the school also.T:\Shared Drive\Maths\Numicon\numicon_iwb.2.2.8 (2).exe

CHAT book resources

• Once children understand how numbers are made up we

introduce them to 1 more and 1 less by physically adding 1 more object and taking 1 off.

• We then look at finding the total of two groups of objects,

beginning by adding all objects and move on to counting

• n from the biggest number. Reinforcing the importance
• f seeing number patterns so they don’t have to count

them all. E.g. they know there are 5 and they add 3 more “6,7,8”.

 The children can record their findings in their own way e.g. using pictures.  By the end of Reception children are expected to: Count reliably with numbers from 1 to 20, place them in order and say which number is one more or one less than a given number. Using quantities and

• bjects, they add and subtract two single-digit numbers and count on or

back to find the answer. They solve problems, including doubling, halving and sharing.  Formal calculations are generally not used until the end of reception or in Year 1. We do introduce children to the + sign, - sign and = signs.

Termly Expectations

 At the start of each term we will send home termly expectations in your child’s CHAT book.  We have the Autumn Term Expectations to give out today.  These are a guide as to what your child should be able to do by the end of each term to be on track to reach the expected standard by the end of Reception.

Thank you very much for coming 

Do you have any questions? Please complete a feedback form before you go home and the Home School Agreement policy, thank you!