Transcript english presentation – writing

Writing in
Reception
This session will aim to give you a clearer
understanding of:
The
EYFS curriculum
Literacy and writing
Phonics
Examples of writing at different
stages in Reception
Parent Writing task!!
Prime Areas:
 Personal, social &
emotional development

Literacy


Reading
Writing

Maths


Moving & handling/
Health & self care
Numbers
Shape space & measure

Understanding of the World
Communication &
Language


Self confidence & awareness
managing feelings & behaviour
Making relationships

Physical Development








Specific areas:
Listening & attention/
Understanding
Speaking

People & communities
The World
Technology

Expressive Arts and Design

Exploring media and materials
Being imaginative


•17 Early Learning goals
Prime areas support and scaffold chn learning through play.
Fundamental aspect of the curriculum work together, and move
through to support development in all other areas.
Phase 2:
Set 1: s, a, t, p
Set 2: i, n, m, d
Set 3: g, o, c, k
Set 4: ck, e, u, r
Set 5: h, b, f, ff, l, ll,ss
•As letters are introduced, children are
encouraged to use their knowledge of
the letter sounds to blend and sound
out words.
•Blending - s-a-t to make the word sat.
segment words- find the letter sounds
that make the word tap from a small
selection of letters.
Phase 3:
Set 6: j, v, w, x
Set 7: y, z, zz, qu
Consonant digraphs: ch,
sh, th, ng
Vowel digraphs: ai, ee, igh, oa, oo, ar,
or, ur, ow, oi, ear, air, ure, er
Begins to break the
flow of speech into
words.
Uses some clearly
identifiable letters to
communicate meaning,
representing some
sounds correctly and in
sequence.
Can segment the sounds
in simple words and
blend them together.
Links sounds to letters,
naming and sounding the
letters of the alphabet.
Writes own name
and other things
such as labels &
captions.
Hears and says the
initial sound in words.
Can segment the sounds
in simple words and blend
them together.
Writing
Continues a
rhyming string.
Gives meaning to mark
as they draw, write and
paint
Attempts to write short
sentences in meaningful
contexts.
Early Learning Goal
(Expectation at the end of reception)
•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.
 Morning
writing books
 Free writing- Crayons, felt tips, pencils,
chalk, whiteboard markers
 Experimenting with different mediums- corn
flour, shaving foam, skywriting, writing on
palms & on partners back
 Mark making using chalk to draw on ground,
painting on easels, drawing with water using
paintbrushes
 Pictures with phoneme frames/ picture &
word matching
 Focus activities-topic planning/cooking/news
Gives meaning to marks as they draw and write
Mark making:
Write a list of ingredients using only the
sounds that you can hear in the words