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Stanbridge Primary
School
Parent/Carer Meeting
Phonics,
Handwriting
and
Assessment
in the Early
Years
Assessment in EYFS
Learning Journey
Diaries How do we record the children’s
learning at Stanbridge? • Observations of children’s independent play
• Photographs and your children’s work
• Literacy and numeracy work with an adult is
collected in an exercise book
Home Learning Diaries • Learn more about how to use
our new Home Learning Diaries
How can I help my
child to learn
at home?
‘There is a powerful association
between parental involvement
and student achievement and
attainment.’ Specialist Schools and Academies Trust (SSAT)
Review of Parental Involvement 2014
• Children need to bring them to school
and take them home every day.
• Please do not lose them – £4 each to
replace!
Top tips for home learning
• Keep it fun—build in rewards, games and activities.
• Find a quiet place to work together if the activity
requires it.
• Try and build in times tables/number practice and
phonics practice into everyday life (at the shops, in the
bath, in the car).
• Work in partnership with school—see your child’s class
teacher if you are proud of your child’s home learning
or if you have any concerns or questions.
Reading, Phonics and Key
Word Practice
• Encourage your child to read EVERY DAY. This makes a huge
difference to their learning and progress. Children need to learn
to read BEFORE they can read to learn. Reading underpins all
aspects of learning.
• Use the Home Learning Diary to record when your child has read
at home
• If you find a book is too easy or too difficult, see your child’s class
teacher.
• Children can earn rewards for 50, 100, 150, 200 and 250 nights
reading! (See certificates at the back of the diary).
• Home Learning Phonics Books
• Key Words sheets are checked every other week and your child
will get the next sheet when they can confidently read the words
by sight.
Phonics, reading and
handwriting…
Your questions
answered!
Children need to learn to read
before they can read to learn.
If we do not teach children to
read, we deny them the ability
to learn.
2 aspects to reading…
Word recognition
and
Language comprehension
Once a child can work out the
words (decode) he/she can then
begin to sort out the message
(comprehend).
If he/she can’t decode the words,
he/she can’t begin to understand.
That’s where phonics comes
in…
• 26 letters, or ‘graphemes’ in
the English language
• 44 sounds, or ‘phonemes’
• Sometimes, 2 or 3
graphemes work together to
make a phoneme (e.g. ch, sh,
igh)
Some phonemes are ‘bouncy’ and some are
‘stretchy’ Bouncy sounds e.g. ‘a’ ‘d’ ‘h’ a-a-apple, d-d-dinosaur, h-h-horse Stretchy sounds e.g. mmmm, fffff, sssss (not ‘muh’ ‘fuh’ ‘suh’) mmmmonkey, ssssnake, ffffish
The order we teach phonemes
Single letter phonemes: m a s d t i n p g o c k u b f e l
h r j v w x y z
Digraphs and trigraphs (when 2 or 3 letters together
make one sound):
qu (queen) ay (say) ar (car)
sh (ship) ee (meet) or (fork)
ng (ring) igh (night) air (chair)
ch (church) ow (show) ir (girl)
th (that) oo (book) ou (shout)
th (thunder) oo (food) oy (boy)
nk (think)
Note: ‘oo’ has a short and long sound, depending on the word (book/food)
‘th’ can sound different, depending on the word (that/thunder)
Once the children securely recognise these
phonemes in words and can use them in their
writing, we teach alternative ways of spelling the
same phoneme:
• ‘ay’ ‘ai’ - make the same sound but are written in
both ways, depending on the word (.e.g say/rain)
• ‘oy’ ‘oi’ – (e.g. boy/coin)
Sometimes, phonemes use different letters:
• ‘ow’ can sound differently, depending on the
word (e.g. show/cow)
As children become more familiar with language
and reading, they learn to visually recognise these
differences.
Letters &
Sounds
44 sounds
How do we teach blending and segmenting in school? Phoneme Frames Sound Buttons Phoneme Fingers Your turn….
Phonic bad
habits!
Mmmmm not
muh!
Blending & Segmenting – Fred Fingers
• S-t-a-m-p
• F-l-y
• M-o-p
• C-l-a-m-p
• M-i-l-k
• R-a-ke
• R-ai-n
• B-ea-ch
Red Words
High frequency
irregular words
that must be
learnt by sight.
e.g:
- the
- go
- my
- he
Green Words
High frequency words
that use regular
sounding phonemes
and can be ‘decoded’,
e.g:
- at
- in
- had
- now
How to use phonics to
support spelling at home Play word building games…. •Magnetic letters on the fridge •Fish and spell games at bath time •Spelling in sand, shaving foam, paint etc. •Use websites like BBC •Forget what you have learnt – child becomes the teacher! •Puppets •Snap cards •Reading races •Use the sound actions
Handwriting at Stanbridge
•High expectations for learning and presentation •Children need to learn to recognise a range of printed and hand written scripts •Consistency across year groups •Starts from an early age •Differentiated to match learners needs
‘The school encourages joined handwriting, but teachers use their professional judgement when teaching and encouraging children to join their cursive letters. They will consider specific learning needs and adapt their teaching where necessary. ‘
Spelling & Handwriting Policy
‘Spelling and handwriting is taught, practised and valued throughout the school. We consider that being able to spell correctly and write legibly are essential life skills that society demands.’
Cursive script
•Learn to write letters in isolation •All letters start on the line •Lead in and exit lines •A flow to writing – aids spelling •Pencil grip – frog on a log
Any Questions?