Bathwick St. Mary Primary School AIMS To inform you about the Maths and reading in Reception To tell you about Maths and reading learning and progression at School To show you ideas for helping at home with Maths and reading

EYFS maths Early Learning Goal 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. Early Learning Goal 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.

Hands-on Reception Activities Sorting Counting Grouping Sharing Looking for numbers Writing numbers Playing shops Playing with sand or water Using language Making patterns Finding pairs Building Cutting Stories Using mathematical equipment for play Using shapes for building

Ready to Read? Your child and reading. Reading is a core life skill.

When is your child ready to start reading? learning to read is a very important skill; with every child there comes a time when he is ready to read; the age at which this happens is varied; teacher assessment and parents working with the school is vital to give your child the best start with their reading;

How can you help? read to your child; talk about the illustrations in books; promote attentive listening skills; promote clear, confident speaking skills; play word and letter matching games; look for words and letters in the environment; encourage your child to ‘join’ in with repetitive phrases;

What are the signs of reading readiness? an enjoyment of looking at books; being able to talk about the pictures; being able to sequence pictures correctly; knows that text travels from left to right and that print conveys meaning; recognises a few familiar words; can hear and say initial and final sounds in CVC words

What are the signs of reading readiness? knows the difference between a letter and a word; knows some sounds that the letters make; shows an interest in words; can memorise simple texts; shows an understanding of some elements of stories, such as character, events; shows an awareness of rhyme and alliteration

How do children learn to read? we teach phonics as part of our overall programme; we believe that by understanding phonics children can decode words more quickly; we use Jolly Phonics and Letters and Sounds; both have a multi sensory approach; we use the ‘look and say’ method for tricky words.

Key features of phonic teaching children will be taught daily phonics within a broad and rich curriculum; we teach the 44 phonemes, including the 26 initial letter sounds in terms 1 and 2;(satpin) the grapheme-phoneme correspondences are taught;

Key features of phonic teaching the children are taught to segment ( sound out)the phonemes- this also helps with spelling; these are taught alongside the correct letter formation; children will be checked on their phonic knowledge regularly; (phonic books) to help blend the phonemes,children are taught to use their phoneme fingers and their robot arms! Each phoneme has an action!

The reading book….. leaflets will be sent home explaining how you can help; it is important not to rush the process; it is important to give lots of praise and encouragement; reading should be an enjoyable experience- relaxed and pleasurable; talk about the cover/ pictures; ask questions such as ; What do you think the book will be about?

The reading book look through the book, noticing interesting pictures and words; read some of the pages together; encourage the children to ‘sound out’/segment the words encourage using phoneme fingers if your child makes an error, suggest having another ‘go’, searching the pictures for a clue; if stuck – read the problem word and ask them to re read the word and the sentence; if your child is struggling, take over the reading and read with your child

The reading book…… the names of each letter are introduced in the summer term of the Reception class; point out capital letters at the start of sentences in books, say the ‘name’ of the letter and then the ‘sound’ it makes; some letter names are used in words eg: same ( magic ‘e’ rule) tricky words

The reading book… please record in the reading record when you have heard your child read; although much time is spent in KS1 decoding words- comprehension is the ultimate goal; staff will change the book if they are happy that your child understands the text and can recall some of the key words; extra reading practice can be given by reading different books at home; if you feel at all worried about how your child is progressing then please see Miss Farrar or myself;

Reading support With parents and teachers working together, we will be able to ensure that your child meets the steps of reading readiness, decoding words and reading for enjoyment. Many thanks for your support in this process.

Children learn to read so that they can read to learn.