2. Our busy days! TimeSession 9-9.25amAssembly 9.25-10.20amALL : Phonics Focussed activities (adult led) inside and outside e.g writing, mathematics; learning in the areas 10.20-10.30ALL:snack time followed by playtime 1045-11.50pmALL: Mathematics Focussed activities inside and outside e.g. writing, mathematics; learning in the areas 11.55ALL: LUNCHTIME 12.30-1.10pmReading groups 1.10-130pmBenching 1.30-3.25 (playtime 2.15-2.30) 1.55- 3.15pm ALL: Topic based starter activity. Music session; ICT session; learning in areas session Jewish Studies and IVRIT sessions take place on: Monday afternoon, short sessions on Tuesday and Wednesday and Friday mornings. Each class also has a singing and a PE session once a week.

3. Daily Phonics sessions Your children have been having daily phonics sessions since week 2. In phonics sessions we: learn new sounds by singing, doing actions, telling stories and playing fun games learn to form letters correctly learn to blend sounds together to read and to separate words into sounds to spell learn to read high frequency words (words that occur frequently e.g. it, in, at, on) learn to read and spell tricky words (words which we cannot sound out e.g. the, go, to) Video of children running through letter flashcards.

4. Jolly Phonics We use Jolly Phonics to support the children’s learning Link a picture, action and song to sounds to assist children to remember them Materials e.g. bedroom frieze, books and CDs are available to buy online and are stocked by the Early Learning Centre. The songs are on you tube

5. Blending - Reading Merging phonemes together to pronounce a word In order to read an unfamiliar word, a child must attribute a phoneme to each letter or letter combination in the word, and then merge together to pronounce the word cat dog sit

6. Segmenting - Spelling Hearing individual phonemes (sounds) within a word, e.g. ‘crash’ has 4 phonemes c-r-a-sh In order to spell, a child must segment a word into its component phonemes and choose a letter or letter combination (e.g. – sh) to represent the phonemes Children often begin by hearing initial sounds in words only, e.g write ‘d’ for dog, then they progress to hearing initial and end sounds ‘dg’ and finally children start to hear some middle sounds. “I want to write dog, d-o-g. First I need ‘d’, then I can hear an ‘o’ and then it is ‘g’ ” We encourage your children to use their phonic knowledge in all of the classroom areas – In the cafe to write a menu/take an order. Construction area – to write about their model. Spelling phonetically.

7. Phase 2 Up to six weeks To learn the sounds / phonemes below… To blend vc / cvc words To segment vc / cvc words To read tricky words by sight (I, no, go, to, the)

8. Phase 3 Up to twelve weeks – (expectation that 80% will leave Reception having completed phase three) To learn the sounds / phonemes below (Mostly represented by more than one letter) Blending and segmenting two syllable words / captions Letter names Two syllable words To read more tricky words and to spell some tricky words

9. Phase 3

10. Assessment As well as continually assessing during daily phonics sessions, each child is assessed at the end of the ‘phases’ to ensure that they are ready to progress to the next phase Phase 3 sounds are challenging and can take children more time to internalise and use We revise and revisit our sounds daily

11. Regular reading Picture books – your child will bring home wordless books to begin with as this enables them to become familiar with the characters and also encourages them to use the pictures for clues. Books the children bring home will initially be phonic based but as they progress books will include words they cannot sound out This is to encourage children to use different reading strategies High frequency and tricky word wallet to practise at home. Continue to revise these words ‘Little and often’ is the ideal We have found that children who read every night/almost every night progress faster than those who do not

14. How you can support your child At home: Regular reading of school book – little and often, when your child is not tired, lots of praise and rewards. Please sign the reading record so that we know your child is reading at home. Read in front of your child – books, newspapers, magazines Share stories and information books at bedtime Point out high frequency words, tricky words and sounds as you are reading to your child Play games with the tricky words and the high frequency words we send home If your child is reluctant to read school books, let us know and we can help to motivate them.

15. Handwriting Children are expected to form letters correctly in order for them to be able to join letters at a later stage. In Reception, children are encouraged to form letters correctly at every opportunity e.g. in phonics during writing sessions by naming all work in the writing area in role play inside and outside e.g. writing prescriptions or taking an order in the cafe outside using chalk/on whiteboards/designing Handwriting sessions At home

17. How you can support your child At home: Each homework usually has the opportunity to write with your child. Use the handwriting formation sheets and encourage them to hold their pencil properly and to form correctly. Name writing, writing out sounds and words on the word cards Try to resist writing for your child, encourage them to try!

18. Thank you for coming