L e a r n i n g t o L e a r n

1. LearningtoLearn Reading and writing in the EYFS

2. Whyarewehere? • To find out more about how children learn to read and write. • To understand how our school teaches reading and writing. • To find out about the EYFS curriculum. • To ask any questions.

3. Phonics Words are made up from small units of sound called phonemes. Phonics teaches children to be able to listen carefully and identify the phonemes that make up each word. This helps children to learn to read words and to spell words.

4. GPCs(grapheme phoneme correspondences) • The English language has around 44 phonemes (sounds). • However, it has around 120 graphemes (spellings of these sounds).

5. We start by teaching the 26 letters of the alphabet, then introduce some digraphs (2 letters, 1 sound)

6. Avoid the schwa!!!!!! Examples: p(uh) o t(uh) = puhotuh p o t = pot We teach children pure sounds without the ‘uh’ added to them.

7. Blending Children are taught to be able to blend. This is when children say the sounds that make up a word and are able to merge the sounds together until they can hear what the word is. This skill is vital in learning to read. c a t = cat

8. Children are now grouped across Oak and Ash classes for phonics and we do a 20 minute phonics session 4 days a week. We also do various other phonics activities in our classes.

9. Segmenting Children are also taught to segment. This is the opposite of blending. Children are able to say a word and then break it up into the phonemes that make it up. This skill is vital in being able to spell words. cat = c a t

10. Initially, we want children to write the sounds they can hear in a word, so we don’t worry about spelling. During our phonics sessions, we work on simple spellings to help children improve their independent writing. Now it’s time for a challenge for you… Can you understand what these emergent writers have written?

11. prt pirate

12. Ibressbupasamucee I dressed up as a monkey.

13. Irowt mi buy to James ishous I rode my bike to James’ house.

14. Reading • Story time every day • Book corner with variety of books (rotated) • Individual and group reading games/ activities • Individual reading once children recognise sufficient graphemes and can blend. • Reading books changed 2-3 times a week once on the reading scheme. • Comments written in red home-school book.

15. Reading • Children will only be given a reading book when they are ready- they all develop at their own rate. • Please don’t worry if your child hasn’t started reading yet!

19. DevelopmentMatters The new EYFS curriculum was brought in in September 2012. It details child development from birth to the end of year R across 7 areas. Early years practitioners plan activities to enable children to progress to their next steps of learning. It is a very individualised approach.

20. Endofyearexpectations ‘In the new EYFSP, children will be defined as having reached a GLD (good level of development) at the end of the EYFS if they achieve at least the expected level in the early learning goals in the prime areas of learning (personal, social and emotional development; physical development; and communication and language) and in the specific areas of mathematics and literacy.’

24. Endofyearexpectations Reading Early Learning Goal Children read and understand simple sentences. They use phonic knowledge to decode regular words and read them aloud accurately. They also read some common irregular words. They demonstrate understanding when talking with others about what they have read.

25. Endofyearexpectations Writing Early Learning Goal Children use their phonic knowledge to write words in ways which match their spoken sounds. They also write some irregular common words. They write simple sentences which can be read by themselves and others. Some words are spelt correctly and others are phonetically plausible.

26. LearningJournals We have started a ‘Learning Journal’ for each child in year R as a portfolio of evidence of their development. Mrs Harrison-Lines has extensive experience in this area. You are welcome to come in and have a look your child’s learning journal at any time and we plan to send them home during school holidays so that you can add photos of anything exciting you get up to!

27. Howparentscan help • Reading at home- school books/ library books/ magazines/ apps etc • Games- encouraging children to think about the first sound in words they are saying; making simple words using magnetic letters; matching letters to sounds games and puzzles. • Encouraging children to write/ mark make at home- e.g. practise writing their name and other family members’ names. • Pencil control activities- get them to draw along a line of dots/ dot to dots or to complete a picture.

28. Howparentscan help • We would welcome any parent helpers who can spare half an hour or so on a weekly basis to come in and read with the children. Most of our parent helpers come in at the start or end of the school day, but some fit it in around preschools etc. We are very flexible! • If you are interested, please speak to Mrs Andersen as all volunteers in school must go through a DBS check (formerly CRB).

29. I am around most days after school and would be happy to talk to you about any questions or concerns you have- just come and see me or ring the office to make an appointment.

30. UsefulWebsites http://www.foundationyears.org.uk/files/2012/03/Development-Matters-FINAL-PRINT-AMENDED.pdf (EYFS Curriculum) http://www.phonicsplay.co.uk/WhatIsPhonics.htm (Information and games) http://www.sparklebox.co.uk/literacy/writing/letter-formation/pencil-control.html (Pencil control activities and loads of other amazing resources!)