1. Writing in Foundation Stage

2. Writing
Gives meaning to marks they make as they draw, write and paint.
Begins to break the flow of speech into words.
Continues a rhyming string.
Hears and says the initial sound in words.
Can segment the sounds in simple words and blend them together.
Links sounds to letters, naming and sounding the letters of the alphabet.
Uses some clearly identifiable letters to communicate meaning, representing some sounds correctly and in sequence.
Writes own name and other things such as labels, captions.
Attempts to write short sentences in meaningful contexts.
Early Learning Goal
Children use their phonic knowledge to write words in ways which match their spoken sounds. They also write some irregular common words. They write simple sentences which can be read by themselves and others. Some words are spelt correctly and others are phonetically plausible.

3. Elements of Early Writing
Upper body development
Fine motor development
Phonics
Stages of writing development
Talking for writing

5. There are many different hand skills needed to be able to hold a pencil effectively.
There are many different stages of pencil grip children go through before gaining the tripod grip
Lots of fine motor skill activities will help this ..
Playdough/plasticine
Threading
Hammering
Painting

6. Playdough - pinching, squeezing, with thumb and forefinger, poking, rolling to make a snake
Threading - beads, pasta straws. Make necklaces
Picking up small objects - using the thumb and index finger, learning to use tweezers and pipettes or small eye droppers. Count dried peas into a pot or post pennies into a money box or use inset puzzles.
Finger rhymes - stretching and curling fingers, moving them independently
Water play - using spray toys and spray bottles. Water the flowers, spray the path or windows
Craft activities - glue sticks and paint brushes. Making collages with paper, decorating with sequins.
Icing cakes - using a plastic dispenser to push and squeeze out the icing.
Strengthening activities - swinging from a climbing frame, grasping to climb, crawling through tunnels.
Stirring cake mixtures - using a two handed operation, one to hold the bowl the other to stir. Encourage anti-clockwise rotation
Making powder paint and blending colours– as with mixing a cake.

12. This needs to be independent.
Children need to be able to confidently write about something that interests them.
This needs to be independent.
Both the child and another person need to be able to read what they have written.

13. Example from government:
Can you read it?
In football you had to warm up.
The goalie has to try and get the ball.
You need to get a goal.

14. Example from government:
Can you read it?
I got a scab from the water slides and went to the caravan with my brother and my mum and ad and nanny and granddad and my cousins came.

15. Examples from government:
Can you read them?

16. Writing can be:
Captions
Labels
Lists
Stories
Facts
Recounts
Instructions
etc

17. How can you help your child?
Sentence Superheroes
I can say my sentence out loud before I write it.
I can put finger spaces between my words.
I can use full stops at the end of sentences.
I can form recognisable letters.
I can hold a pencil comfortably and correctly.
I can sit my letters on the line.

18. How can you help your child?
Sentence Superheroes
I can read my sentence and check that it makes sense.
I can read my sentence to an adult or another child.
I can use capital letters at the start of a sentence.
I can use joining words like ‘and’.
I can spell words containing each of the letter sounds I have been taught.
I can spell coming high frequency words.
I can join my sentences together to make a story.
My writing is interesting.

19. How can you help your child?
Use the sound mats to help your child write.
Correct spellings are not essential at the moment. We want to build your child’s confidence in writing first!

20. How can you help your child?
Questions

21. Maths in Foundation Stage

22. Number Early Learning Goal
• Recognise some numerals of personal significance.
• Recognises numerals 1 to 5.
• Counts up to three or four objects by saying one number name for each item.
• Counts actions or objects which cannot be moved.
• Counts objects to 10, and beginning to count beyond 10.
• Counts out up to six objects from a larger group. Selects the correct numeral to represent 1 to 5, then 1 to 10 objects.
• Counts an irregular arrangement of up to ten objects.
• Estimates how many objects they can see and checks by counting them.
• Uses the language of ‘more’ and ‘fewer’ to compare two sets of objects.
• Finds the total number of items in two groups by counting all of them.
• Says the number that is one more than a given number.
• Finds one more or one less from a group of up to five objects, then ten objects.
• In practical activities and discussion, beginning to use the vocabulary involved in adding and subtracting.
• Records, using marks that they can interpret and explain.
• Begins to identify own mathematical problems based on own interests and fascinations.
Early Learning Goal
Children count reliably with numbers from one to 20, place them in order and say which number is one more or one less than a given number. Using quantities and objects, they add and subtract two single-digit numbers and count on or back to find the answer. They solve problems, including doubling, halving and sharing.

24. Numicon is a maths resource that uses a series of structured images to represent numbers.

25. Using Numicon
Can you order your numicon tiles from 1 to 10?

26. It can be quite difficult to explain to a child the mathematical concept of ‘five’. But the Numicon shape for ‘five’ looks like ‘one less’ than six and ‘one more’ than four.

27. Numicon shapes are designed to exploit three key strengths of young children, in order to help them understand number:
Learning from doing
Learning from seeing
Children’s strong sense of pattern.

28. Why Use Numicon? Children can understand number relationships
Children can do calculating without counting
Children learn mathematical language
Children learn to make connections and to use and apply their understanding.

29. How do we use Numicon? Understanding number and what it means; - Kim’s game - Feely bag games - Matching to number cards - Matching to other objects - odds/evens

30. How do we use Numicon? Finding 1 more/1 less - addition - subtraction

31. How do we use Numicon? Finding number bonds of different numbers - addition - supporting written calculations - tens frames and counters

32. How do we use Numicon? Understanding Place Value

33. What is the value of the digit 2 in the number 3 147 286 ?
What is place value? The value of where the digit is in the number, such as units, tens, hundreds, etc.
For example, in 352, the place value of the digit 5 in that number is "tens"
Look at the seven digit number below:
What is the value of the digit 2 in the number ? 33

34. How do we use Numicon? Shape

35. Games you can play…….
Odd & even:

36. Addition:

37. Subtraction:

38. Place Value:

39. Shape Space and Measures
Beginning to use mathematical names for ‘solid’ 3D shapes and ‘flat’ 2D shapes, and mathematical terms to describe shapes.
Selects a particular named shape.
Can describe their relative position such as ‘behind’ or ‘next to’.
Orders two or three items by length or height.
Orders two items by weight or capacity.
Uses familiar objects and common shapes to create and recreate patterns and build models.
Uses everyday language related to time.
Beginning to use everyday language related to money.
Orders and sequences familiar events.
Measures short periods of time in simple ways.
Early Learning Goal
Children use everyday language to talk about size, weight, capacity, position, distance, time and money to compare quantities and objects and to solve problems. They recognise, create and describe patterns. They explore characteristics of everyday objects and shapes and use mathematical language to describe them.

40. Beginning to use mathematical names for ‘solid’ 3D shapes and ‘flat’ 2D shapes, and mathematical terms to describe shapes;
•Shape hunts
•Shape collage
•Body shapes
•Make books about shape
•Junk modelling
•Shape colour pages
•‘I spy’ (a shape that is pointy/has 3 corners/looks like a tepee)
•Cookery – baking biscuits in shapes and talking about the shapes of the ingredients you are using

41. Can describe their relative position such as ‘behind’ or ‘next to’;
•Blindfold games
•Partner games
•Simon says
•Become soldiers
•Peg boards – children place pegs above, next to, below other pegs to create patterns
•Remote control toys
•Any construction activity
•Dance
•Lining up games

42. Orders two or three items by length or height;
•Small groups to arrange themselves in height order
•Small world: animals, people, plants (anything)
•Natural resources: sticks, leaves, pine cones etc.
•‘Pirate planks’ (pieces of wood)
•Everyday objects: pencils, pens, straws, paint brushes
•Jumping hurdles at various heights
•Stacking chairs
•Building lego towers
•Provide rulers and metre sticks for free play

43. Orders two items by weight or capacity;
•Real life experiences
•Water tray/bath
•Sand tray
•Weighing tools – digital scales, manual scales, see saw at the park
•Make ‘potions’
•Tea party with children’s favourite toys
•Become super heroes
•Baking

44. Use familiar objects and common shapes to create and recreate patterns and build models;
•Junk modelling
•Natural resources to create pictures
•Peg boards
•Paper chains in patterns
•Rangoli patterns
•Keep your recycling and make a ‘junk modelling box for the day’

45. Uses everyday language related to time Measures short periods of time in simple ways
•Sand timers (different lengths of time)
•Stop watches
•Digital and analogue clocks
•Counting – how many hops, jumps, skips, kicks of a ball can children do while counting to a specific number?
•Card clocks: children can explore spinning the hands to see how a clock moves
•Online games that are timed
•Make clocks out of paper plates
•Visual timetables
•Make watches

46. Beginning to use everyday language related to money
•Role play
•Sorting money into piles of coins
•Children help you pay for shopping
•Online games:
•Children could help around the house to earn money (10p per chore)
•Selection of foreign currency
•Stories – ‘The Great Pet Sale’

47. Orders and sequences familiar events
•Retelling stories
•Show and tell: what did you do at the weekend?
•Visual timetable: ‘first we have morning activities, next is phonics…finally we have story time etc.’
•Dance
•Create books
•Role play
•Ordering numbers and letters
•Go for special walks, then retell them in the correct order
•Days of the week
•Months of the year

48. Questions? Online Support: http://www.numicon.com
Buy or download resources.