Welcome to Reception Special Educational Needs and Inclusion - - PowerPoint PPT Presentation
Welcome to Reception Special Educational Needs and Inclusion Learning Support Team Mrs Frostick FS Mrs Major and Mrs Allen Y1 Miss Quinn and Mrs Coverdale Y2 Mrs Blake and Miss Arkley Y3/4 Mrs Edwards Mrs Coghlan Y5/6 Mrs Frostick and
Welcome to Reception
Special Educational Needs and Inclusion
Learning Support Team
FS Mrs Major and Mrs Allen Y1 Miss Quinn and Mrs Coverdale Y2 Mrs Blake and Miss Arkley Y3/4 Mrs Edwards Y5/6 Mrs Frostick and Mrs Sadowski
Mrs Frostick Mrs Coghlan Mrs Hughes
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ion and d Commu mmunic nicatio ation n Coach ach Sara ra Harr rris ison
Well llbe being ing Co-ord rdinat inator
Rachel Mansf nsfie ield ld Quie iet Roo
m Co Co-ord rdinat inator
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Emotion and Wellbeing Team
On the playground every day from 8.45am Contact via school phone/ email Call in to school
Key Information
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At Western we use an online learning journal called Tapestry to record photos, observations and comments, in line with the Early Years Foundation Stage curriculum, to build up a record of your child’s experiences during their time with us. This system allows us to work with parents and carers to share information and record the children’s play and learning inside and outside the classroom. Tapestry allows us to share some of these observations and moments with you. Please ensure that you have completed the Tapestry permission letter. Spare copies of the letter are in the early years reception entrance. Please ask a member of staff should you require a copy. A Tapestry app can be downloaded to smartphones and i-pads which gives parents easy access to their child’s learning journal and also allows parents to upload their own pictures to contribute to the children’s learning record. If you have forgotten your password or have not used if for a while, please speak to Mrs Magill or Mrs Whitelow for the password to be reset.
Reading
Children learn to read at different rates in Early Years. When your child enters school they will be provided with a range of activities to support their development of reading skills. A lot of the work the children undertake is learning through play, although there will be times when children have directed tasks and activities to participate in. All children will have a reading book or a shared book (a story to read and share). We aim to hear children read once a week and their books will be changed accordingly. We will record the children’s reading either by observation, photo or video each week on Tapestry. Parents and carers can also comment on Tapestry about their children’s reading at home. Children will select their own books from the box at their level. Children will progress at their own rate and will be given reading scheme books when they have good phonic skills to scaffold their learning. We would like children to share a wide range of books not just their ‘school’ books and this should include non-fiction, magazines, stories and poems. Children should be encouraged to clock up as many reading miles as they can!
Why is reading important at home? ❑ Sharing books with your child is a means of fostering a love of reading and an enthusiasm for books. ❑ As your child progresses, they need lots of praise and encouragement from home and school. ❑ Children need to know how proud you are of them and that reading is not something just done at school. ❑ It is a time for parent and child to bond and have special
❑ It is a time to consolidate knowledge and skills in a loving, safe environment.
Get ready for reading:
❑ Children recognise particular sounds in the environment. Listen for birds singing, vehicles, animal sounds, water boiling, leaves rustling etc. ❑ Children regularly sing nursery rhymes which are a key part of developing children’s rhyme and rhythm. ❑ Children can borrow library books from school to share. ❑ Model alliterative play with your child e.g. “I’ll have some peppery, pepperoni, pizza, please!” ❑ Make full use of i-pods, i-pads, story CDs, tablets to share stories, rhymes and songs. ❑ Sing songs with claps, pats and stamps such as ‘Happy and You Know It.’ ❑ Add body percussion to rhymes, performing the sound of the beat and then add movement. ❑ Invest in some rhyming stories such as ‘Mr. Magnolia’ by Quentin Blake, ‘My Friend Bear’ by Jez Alborough or ‘This is the Bear’ by Sarah Hayes and Helen Craig to name but a few. ❑ Encourage children to use their voices to make loud and soft noises, high and low sounds, scary voices, singing voices and add voices of characters when you are reading to them.
The abili ility ty t to read ad has truly become a necessity to survive and thrive in today’s society ety . The best st way to teach ach children dren to read ad is to ensure ure that t a high quality, ty, fun daily y phonics nics programm gramme e is delivered vered to children. dren. Phonics cs is a metho hod d for teachi ching read ading ng and writin ting by develo veloping ng learners' rners' phonemi nemic c awareness areness—the the ability ty to hear, r, identi ntify, fy, and d manipul ulate ate phonemes nemes—in n order er to teach ch the corres espondence pondence between tween these ese sound nds and the spel elling ng patterns tterns (graph aphemes emes) that represent them. Also………
recognition.
pleasure and purpose.
in a child’s writing, as well as improving general academic confidence.
Why Teach ach Phonics nics?
What do some of the terms mean?
Phoneme eme – The sm smal allest est unit of sound in a word. Grap apheme heme – Grap aphica hical l represen presentatio tation n of a sound/ phoneme – what the sound looks like when written. For some phonemes, this could be more than one letter e.g. t, ai, igh. Digraph raph – a phoneme represented with 2 letters. Trigraph graph – a phoneme represented by 3 letters.
At Western, we follow our own scheme which is linked to the Lette tters rs and Sounds ds programme. Letters and Sounds is a phonics resource published by the Department for Education and Skills which consists of six phases. We run our scheme alongside Jolly lly Phonic
and practical and, in our opinion, works well within Phases 2 to 5 of Letters and Sounds.
What do we use at our school?
It is important that children know and understand how to blend and segment in
Blendin nding g to read ad - when phonemes (units of sound) are merged together to pronounce a word. To read an unfamiliar word, a child must link a phoneme to each letter or letter group in a word and then merge them together to say the word = Grapheme-Phoneme Correspondence (GPC) e.g. sh sh – o
ee – p Segmenti menting g to spel ell – When individual sounds are heard in a word. To spell a word, a child must segment a word into the individual phonemes and select the relevant grapheme to represent each of these phonemes . For example a child may write: ‘The cat was blak. It had d a wiet tayl and d a pinc noas.’
Blending and Segmenting
VC VC
phase 2
ea eat
CV CVC
phase 2 & & 3 3
dog
boa
ch chick ck CC CCVC C
phase 4 & & 5 5
trip train in brou
ght CV CVCC CC
phase se 4 & 5 5
ten ent t paint nt yard rds What is a CVC word?
Phase 2
Phase 2 starts at the beginning of the Reception Year although some children will have been introduced to the first 6 sounds (satpin) in their nursery / pre-school setting. Phase 2 introduces 19 grapheme-phoneme correspondences (GPCs). As soon as children have a learnt a small number of grapheme/ phoneme correspondences, blending and segmenting can begin.
Set Phoneme eme Tricky cky words rds Set 1 s a t p Set 2 i n m d Set 3 g o c k I to the Set 4 ck e u r no go Set 5 h b f ff l ll ss into
Phase 3
Phase 3 introduces the remaining 7 letters of the alphabet / phonemes. Graphemes (digraphs) such as ch, oo, th represent the remaining phonemes not covered by single letters. Therefore, there are 25 phonemes within Phase
to blend sounds together for reading i.e. one grapheme for each phoneme in the English language. Children will also have many opportunities to learn letter names, spell tricky words, read high frequency words and will know approximately 42 phonemes in total!
Sound Buttons
Phoneme Frames
Jolly Phonics
Alongside learning all of the phonemes, it is important that children know how to write graphemes correctly. There are many ways that we practice this at our school.
Careful pronunciation of sounds is very important to ensure that we are good language models to children. Sounds should be pronounced softly and in a clipped, short manner. Not with a ‘uhhh’ sound. E.g. Cuh aaa tuh
http://www.mrthorne.com/44phonemes/
http://jollylearning.co.uk/2010/10/29/hear-the-letter-sounds/ http://www.rainbowresources.co.uk/#/letters-sounds/4549552053 www.bbc.co.uk/schools/ks1bitesize www.topmarks.co.uk http://www.kenttrustweb.org.uk/kentict/content/games/ http://www.bbc.co.uk/schools/wordsandpictures/index.shtml http://www.letters-and-sounds.com www.phonicsplay.co.uk https://www.phonicsplay.co.uk/PicnicOnPluto.html http://jollylearning.co.uk http://www.mrthorne.com/44phonemes/
Reading in Early Years
Early rly learn rning ng goal – read ading g Children read and understand simple sentences. They use phonic knowledge to decode regular words and read them aloud accurately. They also read some common irregular words. They demonstrate understanding when talking with others about what they have read.
Key words As part of learning to read, the children will receive word walls which display key words for the children to learn. Some of these words they will be able to decode phonetically and some the children will just need to learn; we call these words ‘tricky words’. To help your child learn these words it is essential that they see them written in books, on cards, made with magnetic letters etc. Play snap type games, memory games, matching games to help consolidate their learning.
Funky Fingers
To support children’s fine motor skills development, we run a daily funky fingers session to help develop core skills. These activities all support children’s early writing development.
Writing Children are encouraged to write and make marks on entry to school. We value all marks that children make and actively encourage all kinds of mark making. Children learn the value of writing by applying it to real life situations so within our provision, there are lots of opportunities to write, ideas include: ❑ Writing shopping lists, cards and invitations in the home corner, ❑ Writing a list of supplies for the builders in the construction area, ❑ Writing parking tickets and speeding fines outside with the bikes, ❑ Taking telephone messages in the office, ❑ Writing a report to record an incident that has happened. Children’s early mark making may start to look like a series of squiggles and marks.
Writing
We call this emergent writing. Gradually these emergent marks will progress and you may start to see some letter
Children should be encouraged to talk about their marks and their writing and tell you what it says. As children’s phonological awareness increases, they will start to use their letter knowledge to sound out simple words.
Writing Children should be encouraged to talk about their marks and their writing and tell you what it says. As children’s phonological awareness increases, they will start to use their letter knowledge to sound
Writing in Early Years
Early rly le learn rning ng goal l – writ iting ng 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.
Handwriting Children are taught to form letters correctly from starting school. All our letters have flicks on the end
This is the correct letter formation for right-handed children.
Handwriting This is the correct letter formation for left-handed children.
Maths
In Foundation Stage your child needs to learn to: ❑ Count, read and recognise numbers to 5, then 10, then 20, ❑ Write numbers to 20, ❑ Be able to count out accurately a group of objects to 5, then 10 and then 20, ❑ Begin to add two groups, or take away groups beginning to use the language of addition and subtraction, ❑ To be able to say one more than and one less than a number, ❑ To begin to record simple number sentences, ❑ To name and identify the properties of 2D and 3D shapes, ❑ To be able to talk about measures in length, time and weight, ❑ Count in twos, fives and tens, ❑ Count backwards from 10, ❑ To be able to share amounts and begin practical division problems. Extensions could also include: ❑ Recognise read and write numbers to 100, ❑ Begin to record addition and subtraction problems to 20+, ❑ To use a number line to record their addition and subtraction, ❑ To know number bonds to 10 and then 20 e.g. 5+5=10, 6+4=10, 8+2=10.
Maths in Early Years
Early rly le learn rning ng goal l – Maths ths Number er Children count reliably with numbers from one to 20, place them in order and say which number is one more or one less than a given number. Using quantities and objects, 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. Maths ths – Shape, pe, Space ace and d Meas asure ure Children use everyday language to talk about size, weight, capacity, position, distance, time and money to compare quantities and objects and to solve problems. They recognise, create and describe patterns. They explore characteristics of everyday objects and shapes and use mathematical language to describe them.
E.L.F. (Effective Learners Forever) As part of our curriculum at Western, we are teaching the children to be effective learners forever. Our classrooms display a beanstalk which will have skills we are working on displayed with links to the Early Years Foundation Stage Curriculum. Skills focussed on in Early Years are: ❑ Independence, ❑ Communication, ❑ Listening, ❑ Collaborating, ❑ Problem Solving.