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It is crucial for children to develop a life-long love of reading. Reading consists of two dimensions: language comprehension and word reading. Language comprehension (necessary for both reading and writing) starts from birth. It only develops when adults talk with children about the world around them and the books (stories and non-fiction) they read with them, and enjoy rhymes, poems and songs together. Skilled word reading, taught later, involves both the speedy working out of the pronunciation of unfamiliar printed words (decoding) and the speedy recognition of familiar printed words. Writing involves transcription (spelling and handwriting) and composition (articulating ideas and structuring them in speech, before writing)
Literacy ELG: Comprehension
Children at the expected level of development will:
- Demonstrate understanding of what has been read to them by retelling stories and narratives using their own words and recently introduced vocabulary.
- Anticipate – where appropriate – key events in stories.
- Use and understand recently introduced vocabulary during discussions about stories, non-fiction, rhymes and poems and during role-play.
ELG: Word Reading
Children at the expected level of development will:
- Say a sound for each letter in the alphabet and at least 10 digraphs.
- Read words consistent with their phonic knowledge by sound-blending.
- Read aloud simple sentences and books that are consistent with their phonic knowledge, including some common exception words.
ELG: Writing
Children at the expected level of development will:
- Write recognisable letters, most of which are correctly formed.
- Spell words by identifying sounds in them and representing the sounds with a letter or letters.
- Write simple phrases and sentences that can be read by others.
Our Letters to our New Teachers
See writing books sent home
Term 6 - Going Places : Transport
Space Travel ~ How Would You Catch a Star?
The Naughty Bus
Write about a new naughty red bus adventure.
Mrs Armitage's Wheels ~ Wheels Day!
Terrific Trains
We read lots of books about trains. Then, we made a magic ticket to go on a magical train ride. Finally, we watched the magic train ride. The children thought about where their magic ticket would take them and wrote simple sentences about their adventure.
Transport
What is your favourite transport?
Pirates, pirate ships and messages in a bottle
Phonics - Set 3 ~AEIOU
IMG_0947[1].MOV
Term 5 - Come Outside
The Scarecrow's Wedding
Red Word Challenge - I , my, the and no
The children looked for the red words, wrote them and then wrote a sentence using the red words. Can your child read some of the red words at home?
Handa's Surprise & Oliver's Vegetables - Healthy Eating/Growing fruit & Veg
We cut up the fruit carefully using a knife and made fruit kebab. Then we ate them. We described what they looked like and described how they tasted. Finally, we wrote super sentences.
Instructions - How to plant a sunflower.
We planted a sunflower seed and then wrote the instructions to show the correct order.
Our Trip to White post Farm
First we read books about farms. Then, we went to White Post Farm. We went on a double decker bus! We handled and stroked chicks, mice and guinea pigs in the barn. On our bumpy tractor ride, we saw lots of pigs, piglets, cows, calves, goats, deer and turkeys. We had a picnic lunch in the barn. Then, we fed the animals. The goats tickled our hands as they were eating the food. The children will choose their favourite pic collage photo and write a recount about the trip.
This child is confident to use his knowledge of phonic special friends. His target is to check capital letters and full stops now.
This child is working on leaving bigger finger spaces now because he is editing his own work confidently. He puts a neat line through the word he is correcting. What a great skill at just five years old!
Hold a Sentence
I dictate a simple sentence and the childrensay this three times. We use Fred Fingers to sound out each word (unless it is a red word) and then write it. Then, we check it and tick it or change it.
The duck went quack.
Easter Phonics Word Hunt
Great idea for learning your red words Ivy!
Term 4 - Amazing Animals
A letter from Sir David Attenborough
Star Words - letter, fact, statement, question.
Farmer Duck
A phrase or sentence that can be read easily. This piece of writing is meeting the Foundation Early Learning Goals in Literacy.
A phrase or sentence that is not as easy to read. This piece of writing is on track to meet the Foundation Early Learning Goals, but we are encouraging finger spaces.
A phrase or sentence that is not as easy to read. This piece of writing is on track to meet the Foundation Early Learning Goals but we are encouraging finger spaces.
A phrase or sentence that does not have enough phonic sounding out to be able to read it.
This piece of writing is not on track to meet, so we are focusing on learning more phonic sounds and special friend sounds in school and at home to develop spelling.
What the Ladybird Heard
We sit in large table groups now without Miss Doohan and work independently, ready for Year One.
We drew a map showing which animals helped the ladybird. Then, we used our special friend sounds to write the noises they made to stop the buglars from stealing the fine prize cow.
We are working on finger spaces so our writing can be read easily by others. The child are becoming more confident to recieve feedback and edit their work.
We are learning how to spell red words to improve our spelling and sentence structure.
We are working on editing our work to make it even easier to read.
This child practised the letter d.
The Hospital Dog/ Mog
The Hungry Caterpillar
We watched the story and talked about what happened. Then, we looked at the Non-Fiction book 'Life Story of a Butterfly' and sequenced the pictures to show the life cycle. Then, the children drew their own life cycle and wrote a fact.
World Book Day
Oi Frog/Oi Dog
We are learning about rhyming words. Can you write rhyming words, phrases or sentences?
Rumble in the Jungle/Commotion in the Ocean
Rhyming Words and Favourite Animals
Mason was our 'Star of the Day' for writing his name independently.
Term 3
People Who Help Us
The children looked at different jobs and completed a circle map. Then, they dressed up and acted out their favourite job and wrote about what they would like to be when they grow up.
Superheroes
Superworm - Description
We listened to the story and wrote about Superworm.
Supertato - Speech and Captions
Superheroes - Capital Letters for names and the beginning of a sentence.
Facts about Winter
The children have listened to a non-fiction book this week to learn facts. They drew a picture and wrote a word, phrase or sentence.
Phonics - Set 2 ay & ee
The children are now learning the set two sounds and red words. They will bring them home every Thursday.
TERM 2- Traditional Stories/ Christmas
Reading and Writing - Some children are now using Fred Talk to read CVC words and special friends. We have moved on to using Fred Fingers to spell CVC words and write them.
Elf Names & Letters to Santa
We wrote about the Elf and then, wrote our letters to Santa. The next day, we went to post them.
Jack & the Beanstalk
We painted a picture of a giant, so the giant had lots of friends. Then, we wrote sounds or words to describe the giant.
The Three Billy Goats Gruff
We looked at different versions of this story and decided which troll we wanted to draw and describe.
Phonics - ch, ng, nk and Word Time
Phonics - x, qu, th, sh and Word Time
Goldilocks and the Three Bears
We read three different versions of the story and labelled the pictures.
Cinderella
We found a glass slipper in our room and decided it belonged to Cinderella. We read two different versions of the story and chose which one we liked the best. Then, we watched a film clip of the Fairy God Mother making Cinderella’s wish come true by using her magic wand. We used our phonic sound sheets and wrote what we would wish for if we had a magic wand.
Phonics - v, y, w, z and Word Time
TERM 1 - All About Me
Name Writing
First, we start at the dot and form our letters over the printed name.
Then, we copy our printed name into our books.
Chiemerie and Evie can write their own name without looking at her name card now. Fantastic progress in just eight weeks. Keep practising at home, making sure your child is starting at the correct place for each letter.
Phonics - l, h, r, j and Word Time
Phonics - u, b, f , e and Word Time
Kippers Birthday
We made a birthday card for Kipper.
Super Duper You!
We read this wonderful body positive story and talked about which part of ourselves we think is super duper. The children then pointed to the best part of them and I took a photo. We typed what the children said word for word and then they wrote their name on the sheet. It is now on display. Keep practising writing your name using the correct formation at home.
Phonics - g, o, c, k and Word Time
Grandparents' Afternoon - Stay & Play
This week we have been making our invitations and cards, ready to celebrate Grandparents' Day. We have been practising writing our name by writing over the top to learn the correct letter formations. Please encourage your child to use the correct formation. Please note we do not write all the name in capital letters, only the first letter is a capital.
Phonics - t, i, n and p and Word Time
Phonics - m, a , s and d
This week, the children will learn the pure sounds m,a,s and d. Please look at the training clip to learn how to say these sounds correctly with your child. I'm sure they will teach you. After our first Stay & Play session, I will be modelling a phonic lesson to show parents fun ways of learning these sounds. They will also bring home a sound letter formation sheet. Do not worry if your child cannot write the letter yet. They will practise at school everyday.
Watch this to help your child at home:
https://schools.ruthmiskin.com/training/view/tRNga4M3/xQWKyS5a
Name Recognition:
This week , the children have found their own name and put it in the basket or put a circle around it. Great work everyone! Keep practising at home.
Set 3 Sounds A,E,I,O,U
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