Supporting your Reception child at home

What are the Characteristics of Effective Learning?

The Achievosaurs

Thinkasaurus

Tryasaurus Explorasaurus

The EYFS Curriculum

Prime areas are fundamental, work together, and move through to support development in all other areas. • Personal, Social and Emotional Development • Communication and Language • Physical Development

Specific areas include essential skills and knowledge for children to participate successfully in society. • Literacy • Mathematics • Understanding the World • Expressive Arts and Design

17 Early Learning Goals (ELGs) that children are expected to meet at

the end of Reception

Wot iz fonics?

Phonics is all about using …

skills for reading and

spelling

knowledge of the

alphabet +

We follow Letters and Sounds, a synthetic phonics programme and use Jolly Phonics actions and Phonics

Bug to supplement.

Synthetic phonics is a method of learning centred around letter sounds, blending them together to

read and segmenting them to write words.

Daily Phonics Sessions

• Children will receive daily discrete phonics sessions (approx. 15-20 mins), fast paced approach through games, songs and rhymes

• They will be taught sounds (phonemes) and the names of these sounds

• They will learn an action to associate with the sound

• They will be taught how to write the sounds (grapheme) in pre-cursive script

• There are 44 phonemes to learn

• Children are taught to ‘Keep sounds short’ when pronouncing them – e.g. no ‘uh’ sound afterwards (mmmmm not or muh)

Phonic terms that children will be using

• Phoneme (sound) • Grapheme (letter formation) • Blending (putting sounds together to read word c-a-t) • Segmenting (breaking word into sounds to spell ‘sounding out) •Digraph (2 letters that make one sound /sh/ck/ch/) • Trigraph (3 letters that make one sound /igh/ear) • CVC (consonant, vowel, consonant) • Sound buttons •High Frequency Words/ Tricky Words/Sight words

Phase 2: Learning phonemes to read and write simple words

Children will learn the first 19 phonemes:

Set 1: s a t p

Set 2: i n m d

Set 3: g o c k

Set 4: ck (as in duck) e u r

Set 5: h b l f ff (as in puff) ll (as in hill) ss (as in hiss)

They will use these phonemes to read and spell simple “consonant-vowel-consonant” (CVC) words such as :

sat, tap, dig, duck, rug, puff, hill, hiss

Phase 3: Learning the long vowel phonemes Children will enter phase 3 once they know the first 19 phonemes and can blend and segment to read and spell CVC words. They will learn another 26 phonemes:

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 trigraphs They will use these phonemes (and the ones from Phase 2) to read and spell words such as :

chip, shop, thin, ring, pain, feet, night, boat, boot, look, farm, fork, burn, town, coin, dear, fair, sure

Phase 4: Introducing consonant clusters: reading and spelling words with four or more phonemes • Children move into phase 4 when they know all the phonemes from phases 2

and 3 and can use them to read and spell simple words (blending to read and segmenting to spell).

• Phase 4 doesn’t introduce any new phonemes.

• It focuses on reading and spelling longer words with the phonemes they already know.

• These words have consonant clusters at the beginning: spot, trip, clap, green, clown

…or at the end: tent, mend, damp, burnt

…or at the beginning and end! trust, spend,

twist

Reading After half term your child will begin to bring a reading book home which will be

linked to their phonics level. They will also receive high frequency / tricky words to learn.

Books will be changed weekly – it is really important that children read these books

more than once to gain fluency and begin to develop understanding.

More word cards will be given when your child is completely confident with the cards they have.

Please try to read with your child daily – little and often is the best approach. Any reading that you do at home should be logged in the reading diary. Children will read to a Teacher or Teaching Assistant once a week and a comment will

be made in diary

Later in year children will receive Bug Club password allowing access to Ebooks

How to help at home Practise oral segmenting and blending (brush your t-ee-th)

Challenge the children to find objects that begin with a certain sound.

Play ‘I Spy’ with phonemes not letter names.

Practise blending CVC and VC words (a-t, p-a-n, sh-o-p)

Practise letter formation.

Play rhyming bingo, lotto and extend rhyming strings.

Play games with word cards.

Make sentences with word cards.

Listen to your child read daily

When reading bedtime stories encourage your child to look for and sound out simple words or recognise sight words

Encourage your child to ‘sound out’ when writing – don’t expect correct spellings initially (phonetically plausible)

Expectations

Most children should leave Reception:

Being secure to Phase 3

Reading and writing independently (phonetically plausible)

Confident readers and writers

Some children will be working within Phase 4 / 5

Children not secure to Phase 3 will receive additional sessions and support.

• Carpet session each day linked to Maths • Cross-curricular table top activities and outdoor • Lots of talking • Thinking • Self-discovery • Problem solving • Using manipulatives (including Numicon) • Asking questions • Real-life learning • Practical and engaging problems to solve – fascinators! • Booster groups

“I hear and I forget. I see and I

remember. I do and I understand.”

How do we teach Maths in Early Years?

Maths is everywhere!

Maths workshop for parents to be arranged for Autumn 2

In the meantime, you can help at home by…

And finally…

Free School Meals / Pupil Premium

Are you eligible?

https://online.northumberland.gov.uk/citizenportal/form.aspx?form=Free_School_

Meals

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