1. Welcome to the Year 1 information evening
Mrs Manning and Mrs Mylrea

2. Aims of the evening
To find out a little more about the organisation of Year 1
To learn more about the end of year expectations in reading, writing and maths
To ask any questions you may have about your child’s transition into Year 1
To have a look at some of the books that your child will be working on in Year 1

3. Reading Objectives Year 1

4. What is phonics?
Children are taught to read by breaking down words into separate sounds or ‘phonemes’ (segmenting). They are then taught how to blend these sounds together to read the whole word
44 sounds- complex speed sounds chart
Children are encouraged to use these sounds to read, spell and write in other lessons

5. What is the challenge? Introduced 5 years ago
Every Year 1 child in the country will take the assessment in the same week
Week beginning 11th June - attendance is very important in this week
The check is very similar to tasks the children already complete during phonics lessons
Section one and section two- All children can access

6. Nonsense Words 40 words 20 real/ 20 nonsense Nonsense words have an
Alien/ monster image next
to them

7. How will it be carried out?
1:1 with a teacher
2 to 10 minutes
Rest breaks if necessary
In a magical reading tent den!

8. And the results…?
Scored against a national standard – 32/ 40 pass rate previous four years – pass rate not available until all marks are sent in nationally to get a benchmark
Scores at All Saints’ have traditionally been very high. In 2015 we achieved our highest pass rate of 93%, with all other years scoring highly too.
If in line and standard met - continue with Phonics in Year Two using Read, Write, Inc then the follow on spelling scheme ‘Get Spelling’
If not yet in line and standard not quite met – additional booster/ intervention then the Screening Check will be repeated again at the end of Year Two
Letter home just prior to and straight after to keep you informed

9. Set 1 sounds Set 2 sounds f l m n r s v z sh th ng nk b c d g h j p qu
Consonants: stretchy f l m n r s v z sh th ng nk
Consonants: bouncy b c d g h j p qu t w x y ch k
Vowels: bouncy
Vowels: stretchy a e i o u ay ee
igh ow oo ar or
air ir ou oy
Set 1 sounds
Set 2 sounds

10. Segmenting and blendingor
Fred Talk!
Join in if you wish…

11. Terminology Digraph- 2 letters one sound – c ow
Trigraph- 3 letters one sound - n igh t
Split digraphs- 2 vowels with a consonant in between (magic e) – sh ine

12. Tricky red words said have like so do some come were there little one
when
out
what
Could Oh
their
people
asked
called Mr
Mrs
looked

13. Keep it fun!

15. How school will support?
Every day in class with class teacher for 40 minutes
Differentiated teaching
Up to date training for all staff
Send home spellings weekly to learn to read and spell consolidating sounds taught in school
On going assessments every half term/ sounds and tricky words
Practise tests - Mrs. Manning - as soon as your child is ready
Extra resource packs sent home– practical games, activities, flash cards etc. Optional homework according to the needs of your child
Interventions to boost gaps from now and throughout the year

16. How can you help?
Phonics is not the only thing needed to become a fluent reader Keep asking questions about books Focus in Y2 - reading comprehension ENJOY PLAYING WITH LETTERS AND SOUNDS AND STORIES – YOUR CHILD IS ONLY 5 OR 6! Keep it fun! Love learning! Don’t worry… we are here to help!

17. Writing Objectives Year 1

18. Spelling Our biggest challenge! So much to learn in Year 1
Hardest rules to learn;
Adding ‘s’ and ‘es’ to make plurals or third person verbs i.e
- One box
Two boxes
I push the box
Mrs Manning pushes the box
sh ss ch x zz

19. Days of the week Ask your child daily ‘which day is it today?’
Show this word to them on a timetable – some lovely wooden calendars available.
When you start homework, encourage your child to write the date at the top of their work – this is also really great practise for the end of the year when the children will be expected to write their date and learning intention!
Start a ‘memory jar’ with your child to open next Summer before year 2 where they write any lovely moments they have, making sure to write the date every time!

20. First things to crack…
Finger spaces – so much easier to read your child’s writing if there are spaces between the words! We can provide finger superheroes for children to use if this is something they need some support with…

21. Phonics
As long as your child knows how to write at least one representation of a sound i.e knowing only ‘ay’ as opposed to ‘eigh’, ‘ai’, ‘a’, ‘a-e’, then their writing will be able to be read by themselves and others. Therefore, please help your child recognise digraphs as soon as possible…we have a wonderful RWI sheet to help with this…

22. Handwriting
Just like finger spaces, small, neat handwriting will make your child’s writing easy to read and a delight to mark! The sooner your little one can write within lines and have their letters at the correct height the better. This will also lead to more speed and therefore more quantity in their writing, with them being expected to write a page of A4 by the end of the year. We always have handwriting as an option for homework and we will send this home regularly. We also have weekly handwriting sessions.
We still have the RWI rhymes for letter formation – please just ask if you would like one of these!

23. Welcome to Year 1 Maths

24. "I'm not good at Maths, I hated it at school, so I always avoid doing it at home"
We hear this a lot.
So what can we do to make sure our children don't have the same experience?

25. 1. Make maths fun. 2. Give the children the tools to access maths at the level best for them by giving them an array of……...

26. Strategies!

27. 25 + 7 = Here is an example for you.....
How would you approach this question? =

28. Strategy 1
Start counting.....from 1!
This is where a lot of children in Year 1 begin and we do a lot of work on training them to use strategy 2, which is

29. Strategy 2
Counting on. This is the most common strategy for adding and taking away. We do a lot of work on this at the beginning of Year 1. We call it ‘putting a number in your head’ and you may see your child counting with their hand on their head and their fingers touching the tip of their nose as they count on from the number in their head.
But children will find maths easier and far more accessible if they can access strategy 3.

30. Strategy 3
I know that = 30.
I know this without having to count on or work it out. It is a 'known fact'. I know it because I know my 5 times table. I also know it because I know my common number bonds. Five add five is ten, and ten more than twenty is thirty.
I also know that = 7.
I know this because it's a common number bond.
So I know that = 32.
And if there is any doubt in my mind I can check by counting on. But I really don't need to.

31. That looks easy doesn’t it. It’s not when you’re 5 and 6. …
That looks easy doesn’t it? It’s not when you’re 5 and 6! ….. It takes a lot of ground work on basic skills with games, practical activities and songs! Not all children will interpret a maths question using the type of thinking we see in Strategy 3 by the end of Year 1; but if we continue working on strategies and building up skills, they are well placed to reach that point in the future, and it will make maths so much more fun and accessible when it starts to get tricky higher up the school.

32. These are some of the other strategies we’ll start to use for addition in Year 1

33. Here are some of the subtraction strategies we will use:

34. But that’s not all… we teach strategies for multiplication and division too, using objects and tools to help the children.

35. So where do we start?
We do a lot of work linking number and quantity, really making sure that the children understand, for example, that 5 isn’t just a number, it is a physical amount.

36. Alongside this, we also introduce the most important element of understanding maths…..tools.

37. * Chances to 'catch up' with 1:1 and small group sessions
All of these tools, together with a solid understanding of quantity and number enable children to access the challenges we give them at the level they are comfortable with.
But what if my child is struggling in Maths?
* Differentiation
* Intervention groups
* Chances to 'catch up' with 1:1 and small group sessions
* Home and school partnership.

38. Year 1 Maths Objectives (it’s not all times tables and addition
Year 1 Maths Objectives (it’s not all times tables and addition! There’s lots of fun and exciting things we are doing in maths this year…..)
On the handout we have provided you’ll see a brief outline of the things your child should be able to understand and access by the end of Year 1, but we may also add a few things in if we think the children are ready. For example, if we are talking about fractions, it makes sense to introduce division and different strategies for dividing.

39. How do we assess your child in maths and what does that assessment mean?

40. What can you do at home to help your child?