2. This evening we will be discussing:  Phonics  Literacy (Reading and Writing)  Physical Development  Maths (Number and Shape, space and measure).

3. Phonics We follow a combination of schemes: - Letters and Sounds - Jolly Phonics Jolly Phonics is a multisensory approach suitable for young children. This approach enables your child to learn two key elements including the letter name and the letter sound. So far your child will have learnt the following sounds in class: - s a t p i n m d

4. Phonics Your child will have received a Phonics book. The book will be updated with new sounds each week reflecting the sounds learnt at school. You can best support your child by practising the letters and sounds at home. Each letter sound has a story and an action which supports children to memorise letter sounds for reading and writing. https://www.youtube.com/watch?v=Djz82FBYiug

5. Phonics Tricky Words and High Frequency Words There will be some words that will be learnt from memory, using the letter names. For example the, I, go, to, me, you, no, so. We call these ‘tricky words’ because we are unable to use our sounds to decode them. High frequency words such and, on, at etc. can be decoded using letter sounds, however children are required to learn these words by ‘sight’ by the end of their Reception year.

6. Reading Your child engages in reading activities every day – sharing high quality books (including big books) individually and in a group joining in with rhymes and songs ‘reading’ labels around the learning environment e.g. book bag labels, environmental print recognising own name beginning to recognise letters and words

7. Reading reading scheme books are arranged in colour bands children progress through the colour bands as they demonstrate growing phonic knowledge, a memory for high-frequency words and good comprehension observations, phonic and high-frequency word assessments and ‘benchmark’ reading assessments form a detailed picture of reading development

8. Reading It is really helpful to know about – favourite stories library visits visits to places of interest with signs, labels etc. to be read and understood independent reading recognition of environmental print These can be sent in through our ‘Magic Moments’ which we will talk about later.

9. Reading Big Books and class stories We use big books and stories to demonstrate important skills – for example, finger pointing to the words, scanning from left to right, spotting high frequency words, picking up information from illustrations, making predictions …

10. Reading We encourage children to select books for themselves, manage their own book bag and diary. Children will also visit the non-fiction library. Story books will change every day, reading books will change twice a week. Help your child to be as independent as possible – holding the book, turning the pages, pointing to the text, joining in with familiar phrases …

11. Writing and Physical Development Gross motor movements – controlling handlebars on a bike pedalling and scooting climbing, balancing, swinging raking and sweeping moving with ribbons and scarves managing clothing – arms into sleeves controlling bats and balls joining in with action rhymes lifting and carrying swimming

12. Writing and Physical Development Fine motor control – rolling and shaping dough cutting with scissors building with small construction kits threading beads drawing with chalk lacing and sewing using a knife and fork mixing cooking ingredients turning the pages of a book using small tools, e.g. hole punchers, staplers, pegs and paper clips fastening clothing – buttons, zips and ties

13. Writing and Physical Development Control of writing implements - a variety of writing implements – pencils, pens, crayons, chalks, paintbrush and water, a stick in the sand. tripod grip (froggy legs)

14. Writing and Physical Development Emergent writing Most children will – experiment with marks begin to use lines, circles and other shapes / patterns begin to use random collections of letters begin to use familiar letters ( usually from own name ) to represent meaning begin to understand that a group of letters have meaning begin to apply their phonic knowledge

15. Writing and Physical Development Applying letters and sounds – Broadly speaking children apply their phonic knowledge in similar ways - hearing and writing initial letter sounds for words hearing and writing initial and final sounds hearing sounds in the order they occur in words building a memory of words off by heart – often ‘tricky’ words

16. Writing and Physical Development Supporting writing at home - provide opportunities for independent mark making value and encourage all mark making avoid scribing for children (dotting / writing over the top / copy writing) practise phonemes and grapheme correspondence encourage use of phonemes and accept their own spellings e.g. hows/house encourage correct pencil grip

17. Maths The maths curriculum in Reception is divided into two categories Numbers and Shape, Space and Measure. Maths is taught in a purposeful and practical way allowing children to acquire key skills. Whole class maths learning will take place that will be teacher led in addition to independent learning.

18. Maths Numbers- For children to reach the expected Early Learning Goal by the end of Reception, they will be required to: Count reliably from 1-20, place numbers in order and say which is one more and one less than a given number. Add and subtract two single digit numbers and count on or back to find the answer Solve problems, including doubling, halving and sharing.

19. Maths Numbers- helping at home Singing songs that take away or add things e.g. 10 green bottles, 1 man went to mow, 5 current buns Exploit all counting opportunities – count stairs, count buttons, count lampposts on a walk, count ‘red’ cars on a journey etc. Commercial games such as snakes and ladders - these help with the counting on strategy. Throwing beanbags/balls at numbered targets and adding up scores – who scored the most? The least? Practice counting in 2s, 5s and 10s. Look for numbers whilst walking or on a journey Ask questions like ‘if I took one away how many would I have left? ‘ or if I add one how many have I got now? Use magnetic numbers. Put them in order. Miss one out of a sequence – do they know which one is missing?

20. Maths Shape, Space and Measure- For children to reach the expected Early Learning Goal by the end of Reception, they will be required to: Use everyday language to talk about size, weight, capacity, position, distance, time and money to compare quantities and objects and to solve problems. Recognise, create and describe patterns. Explore characteristics of everyday objects and shapes and use mathematical language to describe them.

21. Maths Shape, Space and Measure- helping at home Looking for and naming shapes at home and in the environment Talk about 3D (solid) shape names - packaging for food items is an excellent way. Junk model with 2D and 3D shapes – can you name them all? Make pictures with different shapes. Involve children in cooking. Look at numbers on scales and measuring jugs. Measure and compare feet sizes and height of other family members. Shopping activities – real or pretend – use real money to help identify coins and weight.

22. General Information. Being Independent Magic Moments Phonics Books Reading at home Parent Helpers Equipment Junk Modelling