Welcome to Langstone Primary School Class 3~ Miss Gittins Mrs Cataldo Mrs Young Class 4~ Mrs Russell Mrs Emery Class 5~ Miss Driscoll Mrs English Foundation Phase Leader ~ Mrs Russell BCBC

Our Day Busy boxes (WOW words, handwriting Busy boxes (WOW words, handwriting and phonics) Registration and phonics) Registration Language, Literacy and Communication Language, Literacy and Communication Playtime Playtime Welsh Development Welsh Development Mathematical Development Mathematical Development Lunchtime Lunchtime Guided reading Guided reading Other areas of learning Other areas of learning Assembly / singing / storytime Assembly / singing / storytime JRJR

Foundation Phase Focused activities (teacher and teaching assistant) Enhanced provision – practise and reinforce skills learned in focused tasks Continuous provision JRJR

Focused activities: Children will complete focused activities with teachers and teaching assistants where new skills will be taught and prior learning consolidated, extended and challenged. Children will complete focused activities with teachers and teaching assistants where new skills will be taught and prior learning consolidated, extended and challenged. - within both the indoor and outdoor learning environments - often recorded; sometimes collaborative pieces of learning and sometimes practical / photographed JRJR

Enhanced activities: Children will be given opportunities to practise and consolidate their learning through a range of planned, enhanced play-based activities. Children will be given opportunities to practise and consolidate their learning through a range of planned, enhanced play-based activities. - within both the indoor and outdoor learning environment - eg. shop role play using money; writing notes, recipes, shopping lists, postcards; 3D shape hunt in the sand; HfW bingo; JRJR

Continuous provision: The indoor and outdoor learning environments will provide a range of learning experiences alongside the focused and enhanced activities, providing further opportunities for: The indoor and outdoor learning environments will provide a range of learning experiences alongside the focused and enhanced activities, providing further opportunities for: - reading and writing; - creative exploration using playdough, paint, - creative exploration using playdough, paint, chalk, clay, shaving foam, natural materials, etc; chalk, clay, shaving foam, natural materials, etc; - water and sand play; - den building; - small and large scale construction (lego / wooden blocks); wooden blocks); - problem solving eg. jigsaws, word and number games; JRJR

Reading: Shared reading~ Teacher reads a shared text with class modelling fluency and expression. Shared reading~ Teacher reads a shared text with class modelling fluency and expression. Guided reading~ A group of children reading from the same instructional text supported by the teacher/ helper. Guided reading~ A group of children reading from the same instructional text supported by the teacher/ helper. Individual reading~ An individual child reading to a teacher/ helper/ buddy etc. Individual reading~ An individual child reading to a teacher/ helper/ buddy etc. JGJG

~ Children will bring home a reading book in a folder clearly marked with their “changing day”. ~ Parents are asked to read with their children for 10/15 minutes per night x 5 weekly to develop fluency, understanding and a love of reading. ~ Please ensure that the reading folder is in school on the correct day for changing and there is a comment in the reading diary for the class teacher. ~ Should children be absent on “changing day” please send the folder in to school the next day. KD

Reading prompts Front cover, back cover, spine; Front cover, back cover, spine; Author, illustrator, publisher; Author, illustrator, publisher; Fiction / Non-fiction; Fiction / Non-fiction; Main character, other characters; Main character, other characters; Setting (where and when the story takes place); Setting (where and when the story takes place); Sequencing and predicting the events in the story; Sequencing and predicting the events in the story; Discuss preferences – why they like / dislike the book; Discuss preferences – why they like / dislike the book; Relate to own experiences; Relate to own experiences; Attempt unfamiliar words using initial sounds, pictures, phonic knowledge, word endings, eg. school, skipped. Attempt unfamiliar words using initial sounds, pictures, phonic knowledge, word endings, eg. school, skipped. JR

Phonic Learning Daily phonics session- differentiated to meet individual needs Continue to use the Jolly Phonics programme of learning- including songs and actions Home learning will be sent home each week that relates to learning from that week JG

Word walls High frequency words (eg. said, when, they, brother) are reinforced to reading and writing fluency through word walls. High frequency words (eg. said, when, they, brother) are reinforced to reading and writing fluency through word walls. Each child has an individual word wall – with their personal target words – which should be returned when children have spelt correctly in context in 3 separate occasions / half termly. Parents are asked to ensure that the children employ the strategies of Each child has an individual word wall – with their personal target words – which should be returned when children have spelt correctly in context in 3 separate occasions / half termly. Parents are asked to ensure that the children employ the strategies of 1. ‘Look, cover, write, check’ 2. Saying the word within a sentence 3. Writing the word within a sentence and praise correct spelling of the target word. spelling of the target word. Please take your time with these before sending back into school. Make sure the child knows the words in context and spells correctly on different occasions. KD

VCOP: - Ros Wilson introduces ‘ VCOP ’ m/watch?v=MWDdpn6 vQ8s m/watch?v=MWDdpn6 vQ8s m/watch?v=MWDdpn6 vQ8s 13

14 Vocabulary Connectives Openers Punctuation

15

16 Harry gave Hermoine a thunderous glare as he stalked haughtily past her. The ball whizzed past his head at a staggering speed. The house was old and dilapidated and Sophie approached it cautiously. The horse stood majestically in the luscious green field.

17 debate timidy peak exhausted wasteland shelter murderous communication explosion ego marvellous vibration prefer revolting companion experience fierce silhouette yelp doubtful panic emotion glinted dread echo longing ally corpse ladle ecstatic anxiety dine sterngrated capture chandelier rapidly reassured unfortunate vision outspoken

18

19 The girl had a pet rabbit and the boy had a pet dog. I like to play football but I don’t like to play cricket. Bart was sick because he ate too many sweets.

20 and but so because then when after if while also as well as although however besides even though never the less despite so as to

21

22 Eventually she scrambled unsteadily to her feet. In addition to this, there was a disgusting odour hanging in the air. At last everyone had a balloon and they were ready to go. Meanwhile Roger had hidden his sweets under the bed.

23 So… Also… Next… First… Sometimes… Even though… Afterwards… Before very long… Due to… Despite… Besides… Having decided… Because… Eventually… I felt that… At last… After a while… Soon… In addition to this… The …

24

25.. ?. ?, !. ?, ! … ‘ “”. ?, ! … ‘ “” : () - ;

Maths learning Focused and enhanced tasks incl. hands-on, practical activities Focus on mental strategies Problem solving - how and why to use certain strategies? e.g. Let’s Think Through Maths Real-life contexts Cross-curricular links / project links JG

Building Learning Power ResourcefulResilientReciprocalReflective JR

SEAL Social and Emotional Aspects of Learning ‘New Beginnings’ JG

Our new project is called ‘Island of Illuzia: Kabu’ KD

Kabu In our project learning so far we have made medicine out of natural materials we found in Nature’s Classroom, written creeds for our Kabu tribes and created dance sequences to perform to each other on ‘Carnival Day’. Both children and staff are thoroughly enjoying this project so far.

Home Learning Your child will receive home learning on a Friday in their plastic wallet. This will link with the learning that has taken place that week. Home learning needs to be returned to school by the following Wednesday. Please name all home learning sheets. JG

Clothes Please ensure that all clothes, shoes and bags are labelled, including coats, hats, gloves and especially PE kits. Please could you also check periodically that the names are still in tact. Children can now get their initials sewn onto clothing. KD

P.E and Games Please ensure that the children have a P.E and Games kit (including trainers or daps) in school each day as Physical Development sessions will take place throughout the week Children with earrings need to remove their earrings themselves or plasters can be sent in which the child must apply. If for a specific reason, earrings are not to be removed, a letter must be sent to the class teacher confirming this. JR

Snacks and water “Water at desks” policy “Water at desks” policy - clear, labelled bottle with a sports top Fruit snack Fruit snack - fresh or vegetables or raisins only BC

Absences Please or ring and notify school on day before 9.30am Medicines No medicines administered in school (other than in life threatening conditions) BC

End of day procedures Note to class teacher if child is going home with someone other than parent/usual carer. Please note- Top car park is for staff, visitors, buses and disabled drivers. The car park off Robin Lane is intended for Foundation Phase parents. Key Stage 2 parents are asked to collect their children on Tregarn Road. Thank you for your cooperation on this matter. BC

Langstone Primary School ‘Learning Promotes Success’ Open Door policy Safety of pupils paramount Staff available at the end of the day Ensuring ‘our’ children are happy, stimulated and scaffolded for SUCCESS BC