Welcome to Acorn Class • Teaching Team • Mrs Cooksley (Monday, Tuesday, Wednesday morning) • Mrs Bladon (Thursday, Friday) • Mrs Thoroughgood Wednesday afternoon (PE session) • TA Mrs Stone Student teacher Miss Smith
Forest School- Tuesday afternoons. • Children can come to school in their Forest School clothes. • Wellies can stay in school. • Arms and legs need to be covered. • Hats, gloves and warm clothing in cold weather. • Waterproof clothing can be provided PE- Wednesday afternoons • Ensure correct PE kit is in school • Please label every item of clothing • Encourage independence and where possible we expect children to be able to get themselves changed independently.
Personal Responsibility AIMS • Becoming more independent throughout the year • Responsible for own book bags and PE kits • Responsible for organising their belongings at the start and the end of the day
Behaviour
The Early Years Foundation Stage 7 Areas of learning, 3 prime areas and 4 specific areas. The Prime areas are Personal, Social and Emotional Development, Communication, Language and Literacy and Physical Development. These areas really underpin children’s development The Specific areas are Literacy, Mathematics, Expressive Arts and Design, and Understanding of the World. Children are assessed against the Early Learning Goals at the end of the Reception year. However, assessment is ongoing and informs the next step of your child’s development.
Learning Through Play Continuous Provision Structured play activities, independent or adult assisted Adult led group work One to one work The Reception Classroom Short, direct carpet time Free flow Inside and outside learning Child led, and child initiated activities Children’s interests used in planning and always taken into account FUN!
Learning Journeys • Celebrates learning experiences • Over time it will tell a story of your child’s learning, friends and the activities they enjoy • Staff watch and interact with each child at play. This helps us to understand how they learn, and what things spark their interests • Parents will have the opportunity to add to the learning journeys during our celebration mornings
Reading in the Foundation Stage What is reading? Context- children use the context of the sentence to ‘guess’ an unknown word. Picture cues- children learn to use pictures to read unknown words. Prediction-children comprehend what they are reading and are able to make valid predictions about the text. Initial Sounds- Children use phonic knowledge in order to sound out words. Sight Vocabulary- Children learn ‘tricky’ words. Some children have very good memories and can learn these words very quickly.
Letters and Sounds • PHASE 2 • Introduces 23 letter names and sounds • s a t p • i n m d • g o c k • ck e u r • h b f ff l ll ss • Blending for reading, and segmenting for writing starts. • Children begin to learn some ‘tricky words’ the, to, no, I go
Phase 3 • Introduces another 20 graphemes, including digraohs. • j v w x • y z zz qu • sh ch th ng • ai ee oo oa • ar or igh ur • ow oi ear er • air ure • Introduction of digraphs • Begin to read and spell two syllable words. Learn to read some common words automatically • Learn more ‘Tricky’ words. • He, she, we, me, be, was, you, they, all, are, my, her
GAMES http://www.phonicsplay.co.uk/BuriedTr easure2.html
Strategies to Use • Look at the book together. Point to and read the title of the book. • Find somewhere comfortable. It is not natural to read at a desk. • Look at the front cover and discuss. • Get them to point to each word as they read. • Use phonic skills. Start with the initial letter and continue to work through the word e.g. c-a-t, cat, do not use letter names at this stage. It will not help withy sounding out. • Some words often used cannot be sounded out, e.g. the, where, you. These are words that children have to learn and remember . • Many of these are learnt as tricky words.
If your child struggles with a word, tell them. Do not let them become frustrated. Reading is also about memory, so they may remember the word for the next time.
Talk about the book • Encourage your child to use the pictures and the illustrations to help them to make sense of what they read. • Ask them about what they have read e.g why do you think Biff was sad? • Ask your child to tell you what they think will happen next.
Reading to your children really does matter! • Read aloud to your child regularly and continue to do so after they have started to read for themselves. • Make this a special, enjoyable time for both of you • Your child will learn how written language works by hearing it e.g a story has a beginning, a problem and a solution. • It will also give them the chance to hear stories that are too difficult for them to read for themselves and help inspire them with ideas which they can use in their own writing.
Reading throughout KS1 • Try to read at a time that your child is relaxed and not tired and find a comfortable place • Ask your child questions to elicit understanding. e.g. Tell me what has happened so far in the story/ chapter Why do you think the character might have done that/ felt like that? What do you think might happen next in the story?
Key Stage One Additional Foundation Subjects Science, History, Geography, Computing, Religious Education, Art, Design and Technology, Music National Curriculum 2014 – viewable online Stipulated learning objectives laid out for – English, maths and science More fluid with regard to foundation subjects
Learning Logs • All children in year 1 and 2 are expected to complete their learning logs each week. • Tasks are given out on a Friday • Learning Logs should be completed and handed in on a Wednesday morning.
Assessment Year 1 & 2 Below Expected Above Based on age related expectations set out in the National Curriculum 2014 Year 1 Phonics Screening Year 2 SATs in May Test Please don’t take holiday in May!!! Teacher moderated English writing Assesses phonics decoding • ability only, not other reading Tests used to inform rather than dictate techniques Children will be prepared in • class to decipher with ‘alien’ words (fake words) in addition to real words
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