P1 Information Evening 6 September 2016

Programme Head Teacher Overview of Literacy and Numeracy Class Teachers Classroom Overview of Literacy and Numeracy How you can help at home View resources

Phonics Main Programme Read, Write, Inc Fast paced, introducing all initial sounds by October Once children have learned the initial sounds, they will bring a reading book home. For most after the October holidays. http://www.ruthmiskin.com/en/resources/pare nt-information-understanding-phonics/

Phonics Benefits of Programme Children use their phonic knowledge within their reading book They learn ‘red words’ alongside (common words that can’t always be sounded out, or are frequently found in books) Online support for parents http://www.ruthmiskin.com/en/resources/parent- tutorial-1-understanding-read-write-inc-phonics/

Support for Parents http://www.ruthmiskin.com/en/parents/

Stages of Early Arithmetical Learning Numeracy Approach we use is called: Stages of Early Arithmetical Learning (SEAL) Based on worldwide research over the last 20 years studying how young children learn number concepts. Develops deeper understanding of number structures

An Addition Problem Counts from one (1,2,3,....,6,7,8,9,10,11) Needs to use counters or other concrete materials 6 + 5 = 11 Counts on in ones from 6 (7,8,9,10,11) Uses a jump strategy e.g. 6 +4 +1 Discuss sophistication of strategies Uses doubles/near-doubles (double 6 minus 1/double 5 plus 1)

SEAL Stage 0 The Emergent Child Stage 1 The Perceptual Child Stage 2 The Figurative Child Stage 3 The Counting-On Child Stage 4 The Non-Count–by One Child Stage 5 The Facile Child

THE EMERGENT CHILD At this stage the child: Attempts to count May not understand all counting tasks (social counter?) May not know all the number words. May not be able to coordinate number words with items. May not have the organisational skills WHAT DO THEY NEED? Experience in engaging with concrete items Forward Number Word Sequence Opportunities to count and sort items in different ways - Can you count these? - Give me........ Feeling, seeing, hearing items as they count Lots of practise organising

THE PERCEPTUAL CHILD At this stage the child : Can count perceived items May involve seeing, hearing or feeling items WHAT DO THEY NEED? Number Word Sequence (forwards and backwards from different numbers – up to 30) Experience of adding two collections together - different colours Engaging with concrete problems moving gradually towards abstract problems: -clear plastic (removes child’s ability to move/reorganise counters) - opaque plastic (removes visual) - Gradual screening Opportunities to talk about strategies developing

THE FIGURATIVE CHILD At this stage the child: Can count the total of two screened collections of items ‘Counts from one’ to solve the problem e.g. If asked what is 13 add 3. The child would count 1 2 3 4 5 6 7 8 9 10 11 12 13 . . . 14 15 16 WHAT DO THEY NEED? Number Word Sequences (forwards and backwards) starting from and going to different numbers up to 100 Tracking systems Ah-ha opportunities - Increasing the first number - Screening the big number - Lots of discussion of strategies developing Missing addend etc. (3 + ? = 5)

THE COUNTING ON CHILD At this stage the child: Uses and understands counting-on rather than counting-from-one Uses counting on to solve additive tasks eg. 7 + 5 , child says ‘7…8, 9 ,10, 11, 12’ Uses counting up to solve missing addend tasks eg.7 + ? makes 12; child says: ‘8, 9, 10, 11, 12, that’s 5’. To subtract, can use and understand: count-down-from strategies e.g. 16 – 3 (16…. 15, 14, 13) and maybe count-down-to strategies? e.g. 16 - 14 (16 ..., 15, 14) WHAT DO THEY NEED? FNWS and BNWS starting from and going to different numbers Number Word After and Before Time to develop efficient strategies for counting on and back to solve tasks like: 7+2= ? ?+3=6 6+?=9 14-5=? 19-?=13 14-?=2 ?-4=12 Engaging with these tasks through screening activities and then removing screens to explain answers. Lots of opportunities to talk about the different counting strategies they have developed

THE FACILE CHILD At this stage the child can use a range of non-count by one strategies: Compensation (7 + 9 can change to 8 + 8 or 6 + 10) Using known results (doubles, near doubles and number bonds) Adding to ten Commutativity (4 + 3 = 3 + 4) Subtraction as the inverse of addition (if 6 + 9 = 15, then 15 – 9 = 6) Awareness of ten as a teen number (for example if I know 3 + 3 then I know 13 + 3) WHAT DO THEY NEED? Develop understanding of tens and ones Opportunities to explore the structure of numbers to 100. Combine and partition numbers in a variety of ways Tens and ones - creating and counting Developing jump strategies for addition and subtraction Developing Knowledge and recall of equal shares and groups

Types of Activities Domino and pair patterns Empty number line

Helping at Home Card and domino games Bingo Dice games. Snakes and ladders, ludo, etc Dot-to-dot puzzles Number songs and rhymes – counting backwards as well as forwards Baking/measuring – real life maths Number after/number before

Helping at home continued… Counting down the sleeps to an event Show numbers on fingers – “How many grapes would you like?” show me on your fingers, can you show me that number on two hands? Hide amounts

Helpful for Teachers Return the reading folder each day (with all contents) Support with home learning Name all clothes Send the snack in separately to a packed lunch Name water bottles Let the teacher know if there is a change in arrangement Phone the school office if your child is absent