Transcript Reception Parents reading meeting website

Our busy days!
Time
Session
9-9.25am
Assembly
9.25-10.20am
ALL : Phonics
Focussed activities (adult led) inside and outside e.g writing, mathematics;
learning in the areas
10.20-10.30
ALL:snack time followed by playtime
1045-11.50pm
ALL: Mathematics
Focussed activities inside and outside e.g. writing, mathematics; learning in the
areas
11.55
ALL: LUNCHTIME
12.30-1.10pm
Reading groups
1.10-130pm
Benching
1.30-3.25
(playtime 2.15-2.30)
1.55- 3.15pm
ALL: Topic based starter activity.
Music session; ICT session; learning in areas session
Jewish Studies and IVRIT sessions take place on: Monday afternoon, short
sessions on Tuesday and Wednesday and Friday mornings.
Each class also has a singing and a PE session once a week.
Daily Phonics sessions
 Your children have been having daily phonics sessions since
week 2.
 In phonics sessions we:
 learn new sounds by singing, doing actions, telling stories and
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playing fun games
learn to form letters correctly
learn to blend sounds together to read and to separate words
into sounds to spell
learn to read high frequency words (words that occur
frequently e.g. it, in, at, on)
learn to read and spell tricky words (words which we cannot
sound out e.g. the, go, to)
 Video of children running through letter flashcards.
Jolly Phonics
 We use Jolly Phonics to support the children’s learning
 Link a picture, action and song to sounds to assist
children to remember them
 Materials e.g. bedroom frieze, books and CDs are
available to buy online and are stocked by the Early
Learning Centre. The songs are on you tube
Blending - Reading
 Merging phonemes together to pronounce a word
 In order to read an unfamiliar word, a child must
attribute a phoneme to each letter or letter
combination in the word, and then merge
together to pronounce the word
cat
dog
sit
Segmenting - Spelling
 Hearing individual phonemes (sounds) within a word, e.g. ‘crash’ has 4
phonemes c-r-a-sh
 In order to spell, a child must segment a word into its component phonemes
and choose a letter or letter combination (e.g. – sh) to represent the
phonemes
 Children often begin by hearing initial sounds in words only, e.g write ‘d’ for
dog, then they progress to hearing initial and end sounds ‘dg’ and finally
children start to hear some middle sounds.
“I want to write dog, d-o-g. First I need ‘d’, then I can hear an ‘o’ and then it
is ‘g’ ”
 We encourage your children to use their phonic knowledge in all of the
classroom areas – In the cafe to write a menu/take an order. Construction
area – to write about their model. Spelling phonetically.
Phase 2
 Up to six weeks
 To learn the sounds / phonemes below…
 To blend vc / cvc words
 To segment vc / cvc words
 To read tricky words by sight (I, no, go, to, the)
Phase 3
 Up to twelve weeks – (expectation that 80% will leave
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Reception having completed phase three)
To learn the sounds / phonemes below (Mostly
represented by more than one letter)
Blending and segmenting two syllable words / captions
Letter names
Two syllable words
To read more tricky words and to spell some tricky
words
Phase 3
Assessment
 As well as continually assessing during daily
phonics sessions, each child is assessed at the end
of the ‘phases’ to ensure that they are ready to
progress to the next phase
 Phase 3 sounds are challenging and can take
children more time to internalise and use
 We revise and revisit our sounds daily
Regular reading
 Picture books – your child will bring home wordless books to begin
with as this enables them to become familiar with the characters and
also encourages them to use the pictures for clues.
 Books the children bring home will initially be phonic based but as
they progress books will include words they cannot sound out
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This is to encourage children to use different reading strategies
 High frequency and tricky word wallet to practise at home. Continue
to revise these words
 ‘Little and often’ is the ideal
 We have found that children who read every night/almost every night
progress faster than those who do not
How you can support your child
At home:
 Regular reading of school book – little and often, when your
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child is not tired, lots of praise and rewards. Please sign
the reading record so that we know your child is reading at
home.
Read in front of your child – books, newspapers, magazines
Share stories and information books at bedtime
Point out high frequency words, tricky words and sounds as
you are reading to your child
Play games with the tricky words and the high frequency
words we send home
If your child is reluctant to read school books, let us know
and we can help to motivate them.
Handwriting
 Children are expected to form letters correctly in order for
them to be able to join letters at a later stage.
 In Reception, children are encouraged to form letters correctly
at every opportunity e.g.
 in phonics
 during writing sessions
 by naming all work
 in the writing area
 in role play inside and outside e.g. writing prescriptions or
taking an order in the cafe
 outside using chalk/on whiteboards/designing
 Handwriting sessions
 At home
How you can support your child
At home:
 Each homework usually has the opportunity to write with your
child. Use the handwriting formation sheets and encourage
them to hold their pencil properly and to form correctly.
 Name writing, writing out sounds and words on the word cards
 Try to resist writing for your child, encourage them to try!
Thank you for coming