1. EYFS Curriculum Evening 2018

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

3. Why teach phonics?
The ability to read  has truly become a necessity to survive and thrive in today’s society. We believe that the best way to teach children to read is to ensure that a high quality, fun, daily phonics programme is delivered to children.
Phonics is a method for teaching reading and writing by developing learners' phonemic awareness—the ability to hear, identify, and manipulate phonemes—in order to teach the correspondence between these sounds and the spelling patterns (graphemes) that represent them.

4. What do some of the terms mean?
Phoneme – The smallest unit of sound in a word.
Grapheme – Graphical representation of a sound / phoneme – what the sound looks like when written (for some phonemes, this could be more than one letter).
e.g. t, ai, igh
Digraph – a phoneme represented with 2 letters e.g. sh
Trigraph – a phoneme represented by 3 letters e.g. air

5. works well within Phases 2 to 5 of
We run the Letters and Sounds programme alongside Jolly Phonics. Jolly Phonics is very visual and practical and, in our opinion,
works well within Phases 2 to 5 of
Letters and Sounds.
What scheme do we use at Langshott?

6. For example a child may write……
Blending and segmenting
It is important that children know and understand how to blend and segment in order read and spell words correctly.
Blending to read - when phonemes (units of sound) are merged together to pronounce a word. To read an unfamiliar word, children must blend the phonemes together.
e.g.
Segmenting to spell – When individual sounds are heard in a word. To spell a word, a child must segment a word into the individual phonemes and select the relevant grapheme to represent each of these phonemes .
For example a child may write…… .
t-i-n
t-a-p
p-i-n
44 sounds in the English language but only 26 letters. This is one of the reasons that English is a difficult language to learn each letter can represent more that one sound. In Spanish there are only 24 sounds to learn.

8. Sound buttons
can chop
church

9. Examples of Jolly Phonics
Jolly phonics - (sound, action, grapheme)
Jolly Phonics is a multi-sensory approach and is extremely motivating for children and teachers alike. Each grapheme has an action and a song.
At our school, we believe that this practical / audible way of learning sounds works well alongside the Letters and Sounds programme. Children can visually be seen to use the actions to spell words. We believe that children learn in different ways, and the Jolly phonic ‘way’ really does work with some children!

10. Letter Formation
Alongside learning all of the phonemes, it is important that children know how to write grapheme correctly. There are many ways that we practise this at our school.
Talk about cursive font with a ‘woosh’.

11. Why is pronunciation important?
Careful pronunciation of sounds is very important to ensure that we are good language models to children.
Sounds should be pronounced softly and in a clipped, short manner. Not with a ‘uhhh’ sound. E.g. p(perr) m(merr)
Cuh aaa tuh - C-a-t

12. What does a daily lesson look like?
Phonics is taught daily and usually lasts approximately 20 minutes. The format of the lesson is the same everyday which enables children to grow accustomed to the 4 different parts of the lesson.
Revisit Teach Practise Apply
This section of the lesson revisits previously learnt sounds and tricky words. Flashcards may be displayed to recall graphemes and the children then say the relevant sounds.
The second part of the lesson introduces and teaches the new sound/s of the day. The teacher models how to blend and segment throughout this section. The new Jolly Phonic action is taught and children may also have opportunities to write the new sound, forming letters correctly.
This section of the lesson also introduces new tricky words. Children may have the opportunity to read words and sentences including the new sound/s and tricky words which puts them into a context.
The third part of the lesson gives the children opportunities to practise segmenting and blending the new phonemes and tricky words. This may be done through a variety of fun games and activities. The children enjoy the variety of games and grow confident when they play them daily.
The final part of the lesson gives the children opportunities to apply their knowledge of the new phonemes and words.
The children may read or write simple captions or word lists and am also think of their own

14. Tricky words
We teach “tricky” words which cannot be sounded out when phonemes are blended. Tricky words are taught as WHOLE words by sight.
We will send home tricky words in the home learning folder for children to practise in their Phonics Book.
Ideas to practise-
Write the word three times. Trace over it in different colours.
Look, say, cover, visualise, write, check.
Play bingo with the words.
Write the word in a nonsense sentence.
Find words with similar patterns. e.g. the, them, they
Write the word, draw around the shape of the word and cut out.

15. Useful websites www.bbc.co.uk/schools/ks1bitesize www.topmarks.co.uk

16. What you can do at home
Your child will receive a phonics book tomorrow.
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.

17. 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 their own name
beginning to recognise letters and words

18. 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

19. 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.

20. 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 …

21. Reading
We encourage children to select books for themselves, manage their own book bag and diary. Children will also visit the library.
Story books and reading books will be changed every day.
Help your child to be as independent as possible – holding the book, turning the pages, pointing to the text, joining in with familiar phrases …
Read daily at home and record the books read and stories shared in your child’s reading diary.

22. 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

23. 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 and zips

24. 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)

25. 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

26. 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

27. 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

28. 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.

29. 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.

30. 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 on the fridge or foam numbers for the bath. Put them in order. Miss one out of a sequence – do they know which one is missing?

31. 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.

32. 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.

33. General Information. Being Independent Drop off and collection
Magic Moments
Phonics Books
Reading at home
Parent Helpers
Equipment
Cool Milk
Junk Modelling