1. P1 Information Evening
6 September 2016

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

3. 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.
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4. 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
tutorial-1-understanding-read-write-inc-phonics/

5. Support for Parents

6. 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

7. 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
Discuss sophistication of strategies
Uses doubles/near-doubles
(double 6 minus 1/double 5 plus 1)

8. 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

9. 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

10. 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

11. 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
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)

12. 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 , 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 – 3 (16…. 15, 14, 13)
and maybe count-down-to strategies?
e.g (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

13. THE FACILE CHILD
At this stage the child can use a range of non-count by one strategies:
Compensation (7 + 9 can change to or )
Using known results (doubles, near doubles and number bonds)
Adding to ten
Commutativity (4 + 3 = 3 + 4)
Subtraction as the inverse of addition (if = 15, then 15 – 9 = 6)
Awareness of ten as a teen number (for example if I know then I know )
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

14. Types of Activities
Domino and pair patterns
Empty number line

15. 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

16. 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

17. 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