Reception Reading and Handwriting Meeting
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Reception Reading and Handwriting Meeting
2020-2021
READING AND WRITING MEETING FOR RECEPTION PARENTS
As the children have now settled into life at Our Lady’s Bishop Eton, we
would normally invite you to a Reading and Writing meeting.
Unfortunately, due to COVID restrictions, we are unable to meet in our
usual manner so we have created this presentation to share
information about this exciting next step on your child’s learning
journey.
This week the children have started Phonics. We have daily sessions of phonics to promote your child’s understanding of sounds and words. Next week your child will come home with their first reading books. In order to support your child we would like to share with you some of the strategies that we use to help your child develop a love of reading.
You may also be aware that we have introduced the children to a pre cursive style to handwriting. We will also share some strategies to support your child at their own individual stages of the writing journey.
Areas of Learning:
Within the Early Years framework, • Personal, Social and Emotional
there are 7 Areas of Learning. This development.
presentation will focus specifically on • Communication and Language
how we develop Communication and
Language skills as well as Literacy • Physical Development
through our daily learning. • Literacy
• Mathematics
• Understanding the World
• Expressive Arts and Design
Communication and Language Our learning environment is
constantly reviewed,
enhanced and adapted to
This area of learning is broken into 3 enable multiple
strands: opportunities for children to
- Listening and Attention develop skills in all of these
areas.
- Understanding
- Speaking
Developing firm foundations in Literacy
reading and writing is essential. As
well as a daily literacy lesson, our
Continuous Provision is planned to This area is broken down into two
provide opportunities for Reading and strands:
Writing throughout the day. 1. Reading
2. Writing
Pre - reading skills
• Developing language skills • Retelling stories, putting
There are many skills events in the correct
required in order to be a
reader. Your child will order.
have been doing many of
• Taking turns in
these already. We will conversation.
continue to further • Tell the story from the
develop these skills this
pictures.
year. • Learning to listen.
• Focus on details and
• Enjoy looking at books notice similarities and
and telling stories. differences.
Your children are already readers!
Your children will have
already started to
recognise familiar texts
around them.
Celebrating these initial
reading skills is important
in developing confidence.
Print is all around us!
We work hard to promote reading as fun! We Learning to read is fun! encourage children to look after their books, to share their favourite stories and to enjoy their journey in learning to become independent readers. Reading doesn’t always have to be stories! The more text types we expose the children to, the more they value the advantages of being able to read.
Learning through games and puzzles Making reading fun instead of a chore will only help your child. Games and activities that rely on memory recall, recognition of letters and sounds and scanning pictures and texts will also help to develop the broader reading skills.
Each letter has a ‘sound’
Here are some more
examples of how reading
can be developed……..
Playing Alphabet BingoMagnetic Letters
Having fun and becoming part of the story
Who’s that
crossing my
bridge?
Role playSharing the story together
Listening to story tapes
Sharing a story with a willing audience!
Following the story through the pictures. Making
predictions and discussing the characters.Understanding the printed word. • Beginner readers need • Words name things, to recognise the they tell us stories, or difference between give us information. pictures and words on a page. • Beginner readers need to learn that the print on the page actually means something.
Learning Phonics
We follow a programme
called Letters and Sounds.
We also use the songs
from ‘Jolly Phonics’ which
We follow a programme called
you may or may not be ‘Letters and Sounds’
familiar with!Phonics
Our lessons and weeks • Follow DFES letters and sounds programme
are structured as
follows…. • Use Jolly Phonics songs to support
• 4 whole class lessons per week
• Small group phonic based activities in other areasLetters and Sounds Programme
Your child may well have
followed some of the
Phase 1 Letters and
• Nursery - Phase 1: Auditory discriminations,
Sounds Programme. They music making, nursery rhymes
may also be familiar with
some of the Jolly Phonics • Reception - Phase 2, 3 and 4
songs. This year we will
focus on Phase 2, 3 and 4. • Year 1 – (Revisit Phase 4) Year 1 Phonics
Your child will continue in
Year 1 and Year 2 with
• Year 2 – Year 2 Phonics
Phonics.Every week, we will introduce 4
new sounds.
Articulation is vital! It is important
that we are using the same sounds
Phase 2
as the children as this will be
essential when we move onto • Introduce 4 sounds per week (phonemes)
blending. The children will be well
rehearsed with these sounds so • Articulation is vital!
please encourage them to share • Tricky words
their learning with you! Allow
them to correct you if needed! • Model letter formation
New sounds will be • Fun interactive sessions!
communicated with parents
weekly on the newsletter . In
addition, weekly home learning
activities will support children in
embedding their new knowledge.Blending phonemes – individual
sounds
sat
We encourage children to use the correct
terminology from the very beginning.
A phoneme is the name given to an individual
sound.
Phoneme - The smallest unit of sound.
s
a
t
- These are all examples of phonemes –
letters which make one sound.
- When we blend – we join individual sounds
together to make a word – s-a-tBlending digraphs - 2 letters 1 sound
chip
A Digraph - A grapheme containing two letters that makes just one sound (phoneme)
ch - is a diagraph
i - phoneme
p – phoneme
When we blend the sounds together we make ‘ch-i-p’ - chip.
A Trigraph - A grapheme containing three letters (e.g. igh) that makes just one sound (phoneme)Segmenting to spell In phonics, we blend to read and we segment to spell. Blending is combining the sounds to create a word while segmenting to spell relies on hearing and recognising the different sounds individually in order to spell / sound out a word.
Our phonics lessons are very hands on. We rely on lots of short activities and practical, games based tasks in order to move through the letters and sounds a suitable pace for progress in reading and writing. There is a lot of repetition to enable children to practise and apply what they know.
Children need lots of opportunities to practise these
letters and words!
Even in their
outdoor play!
Opportunities to practise and develop phonics happens all
day, every day in every area of our classroom.Using fun computer programmes
Having fun in the
sand!
Using different
types of
resources to
make words
Wooden letters in the sandTime to develop a love and enjoyment of reading . At the same time as introducing phonics, we will also begin to introduce our home reading scheme. Our reading scheme enables children to develop reading skills as well as beginning to apply what the children have been learning in phonics. Reading with children is a partnership between home and school.
Reading Homework
Your child will read in a group twice each week in school.
Please ensure your child has both reading books and reading record in their
bag every day.
Both books need to be returned on Friday
Please add a comment in your child’s reading record every time you hear
them read. This communication is essential to our home school partnership.
Please listen to your child read every night.Learning to read is a very complex process, that takes
a long time to masterWe introduce our handwriting scheme to the children in Reception. Handwriting The reason behind this is to teach good habits from the very beginning. We teach a pre-cursive script with ‘wooshes and flicks’ (lead ins and outs) from the very beginning. This might look different to what your child has seen before, but we encourage you to support us in modelling the pre-cursive script from this point in their writing journey.
Early Years Curriculum
In EYFS, we focus on the
Physical Development
Physical Development 40-60 Months
required to develop
handwriting skills long term.
The EYFS Framework
specifically makes reference
-Begins to use anticlockwise movement and retrace
to this element of vertical lines.
development. - Uses a pencil and holds it effectively to form
recognisable letters, most of which are correctly formed.Early Learning Goal: Physical Development
By the end of EYFS, our aim is Moving and Handling
for every child to have a
strong and effective pencil
grip which will support their Children show good control and co-ordination in
writing.
large and small movements.
They move confidently in a range of ways, safely
negotiating space.
They handle equipment and tools effectively,
including pencils for writing.Expected Standard at the end of Key Stage 1 (Year 2)
At the end of Key Stage 1 - Use the diagonal and horizontal strokes needed to
(Year 2) this is the national join letters in some of their writing
expected standard that we
hope to achieve ……
- Writing capital letters and digits of the correct size,
orientation and relationship to one another and to
lower-case letters
- Using spacing between words that reflects the size of
the letters.By the end of KS2 Working Towards the Expected Standard at the
(Year 6), this is the end of Key Stage 2 (Year 6)
national expected
standard that we hope
to achieve ……
- producing legible joined handwriting maintaining legibility,
fluency and speed in handwriting joining some lettersAs previously mentioned,
in Reception our aim is to
focus on the physical
development of our
children.
Don’t panic! We
understand that every Establishing effective pencil grip is vital for developing
child is at a different
stage on this journey. In
confident writers - all of our children are different stages
fact, we know that lots of on that journey.
our children are not yet
interested in writing and
that their pencil grasps
will vary significantly.
Our job is to create
opportunities to engage
the children in activities
which will strengthen the
muscles in their arms and
fingers. This progress in
their physical
development will enable
them to develop an
effective pencil grip .Here are some
examples of some
of the activities
we would plan to In class we have lots of different ongoing activities to
support this
physical support fine motor development
development.…
Threading beads
Drawing pins into
pumpkins and
making patterns
with elastic bandsThreading small
beads onto pipe
cleaners Threading wool
through holes in
cardUsing tweezers to sort objects
This is an example of the pre cursive text that we use. When we are modelling writing, it is important that we talk about upper and lower case letters. This often begins with writing your child’s name.
Letters are grouped in letter families and follow a pattern We will introduce the formation of letters in line with our phonics How each letter is programme. formed is Weekly home important rather learning tasks will than just the focus on revising the letter sounds finished product. with flash cards as well practising the letter formation.
Our handwriting
practise is fun
and doesn’t have We have fun developing
to involve sitting the muscles in our hands
down with a at the dough disco.
pencil and paper. We use playdough, write
with our fingers in glitter
and sand, use feather
dusters to write in the air,
Fun activities to write in trays of paint and
sand and much more!
support letter
formationWe also use
whiteboards and
pens in our
phonics lessons.
Sometimes we
even dance!Experimenting with
Tracing patterns Painting with water using large
different writing materials
paint brushesTracing over chalk
letters with water
Writing with a
paint brush in the
glitter trayWe would love for you to
share this exciting journey
with your children.
Here are our top tips in
supporting writing at home…..
Top Tips…..
Do….
• Praise as much as possible. The fact that your
child is holding a pencil / pen is a big Don’t….
achievement! Tell them it’s amazing!
• Concentrate on one letter/ letter family at a • Tell them it is ‘wrong’
time • Constantly rub out work
• Provide lots of fun activities to support
formation
• Get stressed!
• Short tasks that don’t take long but can be
celebrated. It’s important not to overwhelm.
Engagement is key to progress.
• Post it notes/ birthday cards/ shopping lists
and Christmas lists with initial sounds / pads/
lined/ squared paper/ magic pens – mix it up
and do what it takes to keep them interested.Try to encourage as many opportunities for writing as possible • shopping lists • Birthday cards • Thank you cards • Letters to grandparents • Postcards • Instructions When writing independently the children will not spell everything correctly – they have not been taught all the sounds in words yet. It is better to let them try to hear and write the sounds they can hear than to spell it out for them!
Please share your home learning with us in school –
we love to see it!
Send in your child’s work
Email us at info@2buildaprofile.comHappy Writing!
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