Transcript Communication and Language in the Foundation Stage

Communication and Language
and Writing in the Foundation
Stage
Wednesday 27th January
What is Communication and
Language?
• We work from the Early
Years Foundation
Curriculum document
“Development Matters”.
• Areas are divided up into
Age related phases
• It is a Prime Area.
Underpins all other areas.
• There are 3 elements:
• Listening and Attention
• Understanding
• Speaking
Listening and Attention
• 30-50 months-Listens to
others if conversation
interesting, recalls stories
with detail, able to follow
directions
• 40-60 months-Maintains
attention, beginning to do
and listen for short
periods
• ELG-Listens in a range of
situations; makes relevant
comments, can do and
listen.
Understanding
• 30-50 months-Understands
prepositions, why, how
questions
• 40-60 months- Responds in
conversations, follows
stories without props,
understands humour, two
part sequenced instructions
• ELG-Follows complex
instructions, how and why
questions to explore story,
events, experiences
Speaking
• 30-50 months-Makes
meaning clear to others
using who, what, where,
how, tenses, intonation;
uses language to pretend,
explain, query
• 40-60 months-Uses
language to imagine
pretend, organise, clarify
• ELG-Full technical mastery
of above, communicates for
range of purposes showing
awareness of the listener.
Writing
• 30-50 months-gives
meaning to their marks
• Shows phonic knowledge,
begins to represent sounds
correctly; writes own name,
words, short sentences and
captions
• ELG-Writes simple
sentences using phonic
knowledge including
irregular and common
words accurately and
plausibly
Write Dance
• Write Dance is a movement
based method of training
children’s fine & gross coordination.
• Music is used (encourages
rhythm & energy in their
co-ordination.)
• Writing movements (round
& straight lines, circle
movements).
Fine motor activities
• Develops their pincer grip
by strengthening finer
muscles in the hand
• Handwriting patterns
• Threading
• Using tweezers
• Using other media such as
paint or shaving foam
• Cutting
• Sewing
• Peg boards
Handwriting
• At Colleton we have
adopted a cursive or joined
up style for handwriting
throughout the school.
Cursive style helps to:
• minimise confusion for the
child as every letter starts
on the line with an
• entry stroke and leads out
with an exit stroke;
• as letters naturally flow into
each other, this helps
children to join their
• handwriting;
Mark making
• Beginnings of seeing
that print makes
meaning
• Can be anywhere!
• Value any marks they
make
• Use different media and
tools e.g. paintbrushes
Phonics
• When we teach the
sounds we teach the
formation at the same
time
• Helps to learn sounds
by writing them
together e.g. ch, ar
• Dictation of words
Talk for writing
• Children telling stories
Writing opportunities
• Role play
• Message boards
• Chalking on boards and
playground
• Cards
• Invitations
• Lunch boxes
• Labelling their pictures
• Name writing
• Captions
Early grammar and punctuation
• Suffixes that can be added
to verbs (e.g. helping,
• Sentence: How words can
helped, helper)
combine to make sentences
• Text- sequencing sentences
• Use Joining words and
to form short narratives
joining clauses: and,
• Punctuation-Separation of
• Word- plural noun suffixes
words with spaces
s or es [for example, dog,
• Introduction to capital
dogs; wish, wishes],
letters, full stops, question
marks and exclamation
marks to demarcate
sentences
• Capital letters for names
and for ‘I’
• Year 1 objectives:
What can you do?
• Read different stories and
books to your children
including information books
• Dot to dot books, tracing,
colouring books
• Write in front of your
children e.g. thank you
notes, shopping lists, to-do
lists!
• Encourage children to
write in Birthday cards
• Thank you letters
• Talk to children about
the letters that
represent the sounds
they hear at the
beginnings of their
names and other
familiar words.
• Have fun with paper
and pens to write at
home linked to your
child's interests.