Hiltingbury Infant School Wednesday 30 th September

Year R team Plum class  Class Teachers-Mrs Leahy & Mrs Williams  Class TA-Mrs Lloyd  Additional adults-Mrs Jones, Mrs Rimmer, Miss Wootton Apple Class  Class Teachers-Mrs Rich and Mrs Williams  Class TA’s-Mrs Parsons & Mrs Welch  Additional adults-Miss Spry & Mrs Cooper Cherry Class  Class Teachers-Mrs Orchard & Mrs Langley  Class TA-Mrs Hepworth  Additional adults-Mrs Harvey & Miss Wootton

Year R topics Autumn Term-  Once Upon a Time: Traditional tales & Rhymes  Up Up and Away: fictional stories, Aliens, aeroplanes, hot air balloons etc Spring Term-  Funnybones: All about me, our bodies and how we have changed and people who help us  Underwater: Trip to Blue Reef Aquarium. Fiction and non- fiction books including Rainbow Fish stories Summer Term-  Adventures Outside: Trip to Hiller’s gardens, planting and growing, life cycles and looking after our environment  Here Comes Summer: range of summer activities including teddy bears picnic and thinking about healthy eating

Rewards system  A ‘reward’ will often be the praise the pupils receive regarding the effort and persistence they put in; that sense of personal satisfaction we all get when we have mastered something  Risk taking in learning; persistence; building resilience

Reward systems  Stamper charts  The rocket  Tally points  Stars of the week

Letters & Sounds - a multi-sensory approach

The programme is divided into six phases. It is taught on a daily basis What is covered in each Phase?  Phase One complements a broad and rich language curriculum. There is an emphasis on oral work, developing children’s language structures, vocabulary and phonological awareness. This phase is divided into 7 aspects as follows: 1. Environmental sounds 2. Instrumental sounds 3. Body percussion 4. Rhythm and Rhyme 5. Alliteration 6. Voice sounds 7. Oral blending and segmenting  Phase One type activities will continue well beyond the introduction of Phase Two.

Systematic high quality phonics – Phase Two-Six  Introduction of grapheme–phoneme (letter-sound) correspondences begins at Phase Two and this is the point at which a programme of systematic phonic work should begin.  By the end of Phase Three children should know one grapheme for all the phonemes in spoken English;  At Phase Four they should know letter names and read and spell some tricky words. Consolidate knowledge of graphemes in reading and spelling.  At Phase Five, children begin to recognise and use alternative ways of pronouncing the graphemes and spelling the phonemes they have been taught;  At Phase Six they develop skill and automaticity in reading and spelling. Phonicsplay.co.uk is a great website to use for a range of games to support the different phases. Phonicsplay.co.uk is a great website to use for a range of games to support the different phases.

High Frequency Words & Reading  There is specific guidance on teaching High Frequency words.  They are divided into words that are decodable e.g. an, dad, down, went and ‘tricky’ words e.g. the, was, they. Reading Reading Choose a time of day when your child is keen to share a book. Enjoy sharing books with your child, talk about what’s happening in the pictures, retell the story in sequence after you have shared it. Talk about ‘Who, Where, When and What.’ Begin to find and identify individual letter sounds as they are taught in class. When your child knows a small bank of sounds begin to blend to read two letter ‘VC’ and three letter CVC words. Later on as the tricky words are taught in class, look for these in books, play matching bingo with them, stick post its around the house with them etc! Choose a time of day when your child is keen to share a book. Enjoy sharing books with your child, talk about what’s happening in the pictures, retell the story in sequence after you have shared it. Talk about ‘Who, Where, When and What.’ Begin to find and identify individual letter sounds as they are taught in class. When your child knows a small bank of sounds begin to blend to read two letter ‘VC’ and three letter CVC words. Later on as the tricky words are taught in class, look for these in books, play matching bingo with them, stick post its around the house with them etc! Writing Writing Encourage mark making eg lists, cards, labels etc. practice letter formation as each letter is introduced through letters and sounds (Cursive script will be given out). Practice name writing in cursive script-tracing, copying etc. Encourage mark making eg lists, cards, labels etc. practice letter formation as each letter is introduced through letters and sounds (Cursive script will be given out). Practice name writing in cursive script-tracing, copying etc.

P p: Close the index finger on the thumb, positioned next to the mouth pointing forward. Open and close the finger and thumb as you say the sound.

B b: Close your index and second finger on the thumb, positioned next to the mouth pointing forward. Open and close your finger and thumb as you say the sound.

T t: Place the index finger next to the mouth, pointing up and then move it forwards about 10 cm.

D d: Place the index and second finger next to your mouth, pointing up and then move forwards about 10 cm.

C c: Place your crooked index finger under your chin and jerk it down and forwards about 10 cm. K k: Exactly the same as ‘c’ as the sound is the same.

G g: Place the crooked index and second fingers under your chin and jerk them down and forwards about 10 cm.

M m: Place your fingers and thumb in the same position for ‘b’ and turn them onto the side of your nose.

N n: Place you fingers in the same position for ‘d’ and turn them onto the side of your nose.

ng: (as in ‘ring’) This is the only two handed sign. Place one hand for ‘g’ and the other for ‘n’ at the same time. ng: (as in ‘ring’) This is the only two handed sign. Place one hand for ‘g’ and the other for ‘n’ at the same time.

H h: Hold your hand next to the mouth with the palm facing forward then move your hand forwards about 10 cm.

F f: Place the index finger parallel and close to the lower lip and move the finger forward and downward about 10 cm.

V v: Place the index and second fingers parallel and close to the lower lip and move the fingers forward and downward about 10 cm.

S s: Hold your index finger pointing sideways out from your mouth and move your finger about 10 cm forwards in a wavy line.

Z z: Hold your index and second fingers pointing sideways out from your mouth and move your fingers forward about 10 cm in a wavy line.

sh: Point the thumb and index finger forward and move your hand forward about 10 cm.

sh: (as in ‘treasure’) Point the thumb, index and second fingers forward, about two cm apart, and move your hand forward about 10 cm.

th: (as in ‘thumb’) Point the index finger forward from your mouth and move your hand forward about 10 cm.

th: (as in ‘the’) Point the index and second fingers forward from your mouth and move your hand forward about 10 cm.

ch: Make the sign for ‘t’ and then quickly drop your two fingers down and bring your thumb forward, then move your hand forward about 10 cm.

J j: Make the sign for ‘d’ and then quickly drop the two fingers down and bring the thumb forward, then move the hand forward about 10 cm.

L l: Place the index and second fingers vertically and facing towards the face, almost touching your lips and make small circular movements.

R r: Make a fist with your palm facing towards you, then curl the index and second fingers towards your mouth.

W w: Hold your hand facing forwards and place the tips of the fingers and thumb together (like pursed lips) and then open the fingers quickly.

Y y: Hold your flat hand palm down then move the hand forwards, opening the fingers at the same time.

qu : This is signed by making ‘k’ and then ‘w’.

X x: This is made by making ‘k’ and then ‘s’.

A a: (as in cat) Make a fist with your hand and place it next to your mouth, with your palm facing forwards, then push your fist forwards about 10 cm.

E e: Hold your hand next to your mouth, palm facing outwards. Tuck your thumb into your palm and bend the fingers forward.

I i: (as in ‘fin’) Hold your hand close to your mouth, palm down and pointing forwards and move your hand forwards about 10 cm.

O o: (as in ‘dot’) Make a circle with your thumb and index finger, keeping the other fingers open. Hold your hand next to your mouth and jerk it backwards.

U u: (as in ‘up’) Hold your whole hand, palm facing forward and move your hand sideways as if giving a brief wave.

Mathematics  Specific Area -  Numbers and Shape, Space and measures.  Taught in a practical way.

Mathematics  What you can do at home.  Recognise and count numbers.  Talk about time ie. What day is it today, tomorrow, what are we doing after lunch.  Talk about and make shapes – make them out of play dough, cut up toast into triangles.  Sort by colour or size.  Play games – Snakes and Ladders, Jigsaws.  Number Rhymes and songs.  ‘Ways to help at home’ leaflet will be sent by parentmail.  If you want a hard copy, please ask your class teacher.  Hiltingbury Infants Maths Evening – Tuesday 13 th October.

Learning Platform-DB Primary Learning Journeys-Tapestry

Reminders  Play time toys-make sure they are small handheld toys and not precious!  Name labelling-clothes and bottles  Parent helpers-welcome in class and for our outside area (need to attend meeting with Mrs Moden)  Outside area-gardening, any resources you could provide would be greatly received  Home learning-sharing a book 5 mins a day, daily phonics and optional mathematical/topic challenges on the Learning Platform