Phonics
We will be learning the new sounds ur (as in hurt) and ow (as in town). We will be learning the sound of the digraphs, how to write them and also applying them to words and sentences. Activity sheets and word lists will be handed out this week for you to practise at home.
Tricky word - THEY.
There are some great free games on www.phonicsplay.co.uk that your child can play at home to help with their reading and writing. Look at the Phase 2 and Phase 3 games. If you would like to make some flashcards etc or prin some things off to support your child's learning, there are some great resources on www.sparklebox.co.uk At the top of the website, click on literacy, then click on DfES Letters and Sounds.
Maths
We are continuing to work out number addition sentences using pictures to support. You can try different problems at home by getting your child to count objects at home e.g. I have 4 forks and 5 knives, how many do I have altogether? Your child can then count out 4 forks and 5 knives and then count how many they have altogether. Encourage them to write it as a number sentence 4+5 = 9 when they have worked out the answer. Again their are some great resources on sparklebox.co.uk. to help support your child.
Another great website that has interactive games for your child to play is
www.ictgames.com
Reading Books
We will be changing reading books on Monday for those children that have read at home and who have a comment in their reading diary (so don't forget to comment on how they have done). If your child is not ready to change and needs to spend a bit longer on their book, please write this in their reading diary.
Sunday 24 February 2013
Nursery
Week beginning 25th February 2013
Maths
Now that the children are becoming competent at counting with one to one correspondence and counting out a number of objects we are able continuing with our work on counting by looking at more and less. There are lots of opportunities to compare groups of objects at home. Here are just a couple of ideas:
Maths
Now that the children are becoming competent at counting with one to one correspondence and counting out a number of objects we are able continuing with our work on counting by looking at more and less. There are lots of opportunities to compare groups of objects at home. Here are just a couple of ideas:
- building 2 towers, which has more/less?
- have we got enough spoons for everyone? Do we need some more?
- ask your child to take the bowl with more sweets, grapes, etc. & leave the bowl that has less.
Please carry on counting at home and try to use the vocabulary of comparison whenever you can!
one, lots, more, less, fewer
Phonics
We are beginning to learn about voice sounds (Aspect 6 Letters and Sounds). Here are two activities which will support your child's learning at home.
Voice sounds
Show your child how they can make
sounds with their voices, for example:
Make your voice go down a slide – wheee!
Make your voice bounce like a ball – boing, boing
Sound really disappointed – oh
Hiss like a snake – ssssss
Keep everyone quiet – shshshsh
Gently moo like a cow – mmmoooo
Look astonished – oooooo!
Be a steam train – chchchchch
Buzz like a bumble bee – zzzzzzz
Be a clock – tick tock.
This can be extended by joining single
speech sounds into pairs (e.g. ee-aw like a donkey).
Target sounds
Give your child a target sound to put into a story when they hear a
particular word or character (e.g. make a ‘ch’ sound when they hear the word ‘train’
or woof when they hear the word dog).
Start with a single sound when they hear a target word, then try adding more. Remember to prompt and leave pauses in your reading to make it obvious
where the sounds are required.
Monday 18 February 2013
Welcome back!
Welcome back everyone. I hope you had a good break!
Phonics
We are continuing with Alliteration this week to consolidate our learning. Here are a couple more activities for you to try.
Phonics
We are continuing with Alliteration this week to consolidate our learning. Here are a couple more activities for you to try.
Sound box/bag
Collect some household objects and toys with names beginning with the
same sound.
‘What have we got in our sound box
today, sound box today, sound box today? ‘What have we got in our sound box
today, shall we look and see?
Mirror play
Play at making faces and copying
movements of the lips and tongue in
front of the mirror with your child.
After you have warmed the muscles in
your mouth up, start making sounds in the mirror and talk the way lips move,
for example, when sounding out ‘p’ and ‘b’, the way that tongues poke out for ‘th’, the way teeth and
lips touch for ‘f’ and the way lips shape the sounds ‘sh’
and ‘m’.
Maths
Our focus this week is on counting. We will be doing lots of practical activities involving counting out a small number of objects, extending to counting out up to 6 objects from a larger group. The children will also be comparing two groups of objects & recognizing when they have the same number in each group. So keep counting at home! The following website has some ideas:
Squiggle
This week's squiggle is all about Dinky Dodgem cars at the funfair. The foundation movement is meandering movements & looped lines. The meandering movements help the children to manage the many changes of direction from which handwriting emerges. Most letters & join-ups consist of round & rounded writing movements. Many children find this difficult & move round curves in an angular fashion. These krongelidong wriggles help to make letters nice & round. At home children can 'drive' a little car along a wriggly road drawn in chalk; sing transport songs, such as 'The Wheels on the Bus'; or run a car along their own body or somebody else' - fast, slow, with more or less pressure.
Enjoy!
Sunday 17 February 2013
Reception First Week Back
I hope you all had a lovely half term and are looking forward to coming back to school on Monday.This week in Reception we shall be learning the following......
Phonics Phase 3
We will be practising writing words for all the previous sounds we have learnt. The new sounds we will be learning this week are oo and ar.
**Remember that oo has 2 sounds; b-oo-k and s-oo-n. Children will be taught both sounds, when they apply this to their reading they will need to sound out unfamiliar words and apply both sounds. They will then need to work out which sound is correct by listening to which version of the word sounds 'right'.
We will be practising the sounds these digraphs make, how to write them and also applying them to words. Please practise these at home with your child. See how many words they can make.
Along with the activity sheets we have been sending home your child will also be given a word list containing the new sound to practise reading and writing at home (as well as our general word lists on Mondays). When your child can confidently read the words see if they can spell the words.
Tricky word - this week we will be learning the tricky word YOU. Tricky words cannot be sounded out so we teach the children to recognise the word as it is. Please encourage your child to do this when reading. If they start to sound out the word please prompt them by saying "that's a tricky word we can't sound it out" Don't just correct them straight away, allow them to try and work it out themselves first.
Numeracy
This week we are carrying on with our ordering numbers 11-20. Practise this at home with your child. When they can confidently order 11-20, take away the first few numbers and order from a different starting point e.g. 13-19, 12-17. This will mean your child becomes confident dealing with numbers in any order. We will also be looking at missing numbers. At home you could try this by arranging numbers 11-20 and turning one or two over so the number is face down. Can your child tell you which number is missing? Can they write the number without needing to turn the card back over?
We are also looking at our + and = signs and solving number problems. The children still need a lot more practise at this before we move on to subtraction. If your child can confidently add any 2 numbers up to 10, extend this to look at numbers which add up to 20. You can then challenge them further by adding 3 single digit numbers together e.g. 3+2+1=?
**Remember to support them with objects if needed as numbers are an abstract concept. to children. So have the objects ready for the children to count e.g. 3+2=? Allow your child to count out 3 objects then count out 2 more and seperate the two piles. Now they can count how many they have altogether to find the answer.
Reading Books
We will be changing reading books on Monday so please make sure your child has read their book and you have written a comment in their reading diary detailing their progress, any words they have really struggled with, things they have done well with. This will help us to support your child further when we listen to them read in class.
When you have finished your reading book, always question your child's understanding of the story to ensure they have understood what they have read and not just decoded the words. Ask them questions such as how they think certain characters are feeling? Why do they think that? How would they feel if it happened to them? etc. Ask them to retell the story in their own words.
If your child is confident sounding out words whilst reading, start to encourage them to read known words and only sound out unfamiliar words. They could also start sounding out words in their head and saying the whole word out loud. If they are not ready to do this then continue to sound out each word and blend it back together, but then encourage them to re-read the whole sentence.
See you all Monday morning
Miss Atkinson
Phonics Phase 3
We will be practising writing words for all the previous sounds we have learnt. The new sounds we will be learning this week are oo and ar.
**Remember that oo has 2 sounds; b-oo-k and s-oo-n. Children will be taught both sounds, when they apply this to their reading they will need to sound out unfamiliar words and apply both sounds. They will then need to work out which sound is correct by listening to which version of the word sounds 'right'.
We will be practising the sounds these digraphs make, how to write them and also applying them to words. Please practise these at home with your child. See how many words they can make.
Along with the activity sheets we have been sending home your child will also be given a word list containing the new sound to practise reading and writing at home (as well as our general word lists on Mondays). When your child can confidently read the words see if they can spell the words.
Tricky word - this week we will be learning the tricky word YOU. Tricky words cannot be sounded out so we teach the children to recognise the word as it is. Please encourage your child to do this when reading. If they start to sound out the word please prompt them by saying "that's a tricky word we can't sound it out" Don't just correct them straight away, allow them to try and work it out themselves first.
Numeracy
This week we are carrying on with our ordering numbers 11-20. Practise this at home with your child. When they can confidently order 11-20, take away the first few numbers and order from a different starting point e.g. 13-19, 12-17. This will mean your child becomes confident dealing with numbers in any order. We will also be looking at missing numbers. At home you could try this by arranging numbers 11-20 and turning one or two over so the number is face down. Can your child tell you which number is missing? Can they write the number without needing to turn the card back over?
We are also looking at our + and = signs and solving number problems. The children still need a lot more practise at this before we move on to subtraction. If your child can confidently add any 2 numbers up to 10, extend this to look at numbers which add up to 20. You can then challenge them further by adding 3 single digit numbers together e.g. 3+2+1=?
**Remember to support them with objects if needed as numbers are an abstract concept. to children. So have the objects ready for the children to count e.g. 3+2=? Allow your child to count out 3 objects then count out 2 more and seperate the two piles. Now they can count how many they have altogether to find the answer.
Reading Books
We will be changing reading books on Monday so please make sure your child has read their book and you have written a comment in their reading diary detailing their progress, any words they have really struggled with, things they have done well with. This will help us to support your child further when we listen to them read in class.
When you have finished your reading book, always question your child's understanding of the story to ensure they have understood what they have read and not just decoded the words. Ask them questions such as how they think certain characters are feeling? Why do they think that? How would they feel if it happened to them? etc. Ask them to retell the story in their own words.
If your child is confident sounding out words whilst reading, start to encourage them to read known words and only sound out unfamiliar words. They could also start sounding out words in their head and saying the whole word out loud. If they are not ready to do this then continue to sound out each word and blend it back together, but then encourage them to re-read the whole sentence.
See you all Monday morning
Miss Atkinson
Sunday 3 February 2013
Nursery
Hello everyone!
I am posting 2 weeks worth of news in one, including what we learnt last week and what we will be learning this week.
Squiggle
Last week we learnt the last squiggle in the series called 'Straight, bent, cross, happy'. The squiggle combined a mixture of straight lines and right angles, curves and dots and dashes.
We will continue with Squiggle Whilst You Wiggle during the shorter teaching sessions before lunch and at the end of the day and will revisit these skills regularly.
Phonics
We have started Aspect 5 Alliteration where the children learn to recognise words that begin with the same sound. Here are some activities you can do at home to support this learning.
Top tips for listening:
I am posting 2 weeks worth of news in one, including what we learnt last week and what we will be learning this week.
Squiggle
Last week we learnt the last squiggle in the series called 'Straight, bent, cross, happy'. The squiggle combined a mixture of straight lines and right angles, curves and dots and dashes.
We will continue with Squiggle Whilst You Wiggle during the shorter teaching sessions before lunch and at the end of the day and will revisit these skills regularly.
Phonics
We have started Aspect 5 Alliteration where the children learn to recognise words that begin with the same sound. Here are some activities you can do at home to support this learning.
Top tips for listening:
Don’t worry if your
child cannot tell you the beginning sound in a word, just make sure you have
gained their attention before you look
at objects beginning with the same sound or sing tongue twisters so that they can
experience the initial sound pattern as you say it.
•
Have a look through your children’s toys and find
the ones that begin with same sound. eg bus, ball, book, baby, balloon.
•
Do not add an ‘uh’ to the end of sounds:
‘ssss’ not ‘suh’
‘mmm’ not ‘muh’
‘t’ not ‘tuh’
‘sh’ not ‘shuh’
Come and speak to a
member of staff if you want to know more about this!
Think of alliterative ways to
positively describe your child such as: Amazing
Anna, Beautiful Bella, Cool Kacey, Excellent Edward,
Happy Henry, Caring Kate, Juicy Joel, Icing Isaac, Nifty Nathaniel, etc
Make up your own silly alliterative
questions: Do you like beetles in your bed?
Spiders in your spaghetti?” Peas on your plate? Jelly in your ‘jim
jams’? Beans in your bath? Hamsters on your head?
When walking to school or driving to
places, play I spy something beginning with….. and talk about things
that begin with the same sound.
In the bathroom, talk about things that
begin with the same sound such as bath, bubbles, boat or toothbrush, teeth,
toilet, taps, and towels.
Tongue
Twisters
Peter Piper picked a peck
of pickled peppers.
Did Peter Piper pick a peck of pickled peppers?
If Peter Piper Picked a peck of pickled peppers,
Where's the peck of pickled peppers Peter Piper picked?
Did Peter Piper pick a peck of pickled peppers?
If Peter Piper Picked a peck of pickled peppers,
Where's the peck of pickled peppers Peter Piper picked?
She shells sea shells
on the sea shore.
I’m sure that she
sells sea shells for sure.
Tongue Twister
Website
www.fun-with-words.com tong_poems.html
Maths
Digit Dancing/Digit Doodling! We have returned to recognising and writing numerals. Last week we covered 1, 4 and 7. Next week we will be doing 6 and 9. Watch Shonette Bason's video clip to get a taste!
Phase 3 Phonics for Reception
PHONICS
This week we will be learning a trigraph (3 letters that make 1 sound) /igh/ and the digraph /oo/. When we learn our sounds we will look at the sound the letters make, practise writing the sound and also applying the sound to words/sentences. I will be handing out the activity sheets for these sounds as well as a list of words to practise at home that contain the sounds. Practise sounding out and blending the word list and then see if your child can write the word by you sounding it out to them. Eventually move on to you just saying the word and your child writes it. Can they write any sentences that contain any of the words? (Remember finger space, capital letters and full stops and writing in a line from left to right).
When we learn /oo/ there are two different sounds - /oo/ as in zoo and /OO/ as in foot. There will be 2 different word lists sent home to practise these sounds.
The activity sheet for /ee/ /or/ will be sent home on Monday as this was not given out last week.
A few parents have asked me if it is ok if your child spells words incorrectly and whether they should correct them. It is perfectly fine if they spell them wrong if what they have written is phonetically plausible. Some examples we have had in class are;
aip for ape
choak for choke
thoas for those
We have not yet learnt the split digraph o_e .
This demonstrates your child's understanding of phonics and their application of the sounds we have learnt so far. It is ok to point out to your child that we actually spell those words differently (if it won't confuse them) and explain that they have not learnt those sounds yet, but always praise them for using their phonics knowledge to have a go at writing those words.
READING BOOKS
We will be changing reading books on Monday provided there is a comment to say your child has read their book over the weekend with no problems.
This week we will be learning a trigraph (3 letters that make 1 sound) /igh/ and the digraph /oo/. When we learn our sounds we will look at the sound the letters make, practise writing the sound and also applying the sound to words/sentences. I will be handing out the activity sheets for these sounds as well as a list of words to practise at home that contain the sounds. Practise sounding out and blending the word list and then see if your child can write the word by you sounding it out to them. Eventually move on to you just saying the word and your child writes it. Can they write any sentences that contain any of the words? (Remember finger space, capital letters and full stops and writing in a line from left to right).
When we learn /oo/ there are two different sounds - /oo/ as in zoo and /OO/ as in foot. There will be 2 different word lists sent home to practise these sounds.
The activity sheet for /ee/ /or/ will be sent home on Monday as this was not given out last week.
A few parents have asked me if it is ok if your child spells words incorrectly and whether they should correct them. It is perfectly fine if they spell them wrong if what they have written is phonetically plausible. Some examples we have had in class are;
aip for ape
choak for choke
thoas for those
We have not yet learnt the split digraph o_e .
This demonstrates your child's understanding of phonics and their application of the sounds we have learnt so far. It is ok to point out to your child that we actually spell those words differently (if it won't confuse them) and explain that they have not learnt those sounds yet, but always praise them for using their phonics knowledge to have a go at writing those words.
READING BOOKS
We will be changing reading books on Monday provided there is a comment to say your child has read their book over the weekend with no problems.
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