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Year R

Home Learning week beginning 25.1.21

Please find below a link for the Powerpoint mentioned on the planning - Raindrops.

Autumn A in Year R

The children have all settled really well and we are so pleased with how they have picked up the routines and expectations.

We have now started more focused learning based around the theme 'All About Me'. Below you will find an overview of some of our key learning for this half of the term.

Year R Curriculum presentation

Here you will find a presentation which gives a general overview of what happens in Year R.

 

 

Year R Phonics, Reading and Writing information

 

Please find below three presentations from the Year R staff. Underneath these you will find a link to the PowerPoint slides to view at your own pace.

If you have any questions about the information please send an email to info@fleet.hants.sch.uk by Monday 5th October.

We shall post the questions and answers on this page.

Thank you.

Questions and Answers

Q - How do we know which words to learn and in which order?

A - The learning of key words follows the pattern as set out in the back of the reading diary. We will begin with the first column, Set 1, and introduce one set per week in this order. We will confirm which set we have worked on each week in the Year R section of the newsletter which can then be revised at home.

One idea suggested for supporting your child to learn the key words was to put words onto a treasury tag and learn them using a set dialogue. We would normally suggest using this method if your child is struggling to learn a whole set of words in one go. The approach allows the child to focus on three words at a time and become familiar and confident with these words before being introduced to more.

phonics web.mp4

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reading web.mp4

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Writing web.mp4

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Welcome!

Welcome to all of our new Year R children and their families.

 

It was so lovely to see everyone for their trim trail visit on Tuesday. The children were very polite and well behaved and used the equipment safely and confidently.

 

The children all came in to school on Wednesday by themselves and enjoyed their session in the classroom, popping bubbles along the way - well done everybody!

Ideas for sharing wordless books

We appreciate it can be frustrating to receive a book that has no words in it to read however a very important part of learning to read, even before words, is being able to use language to discuss what is seen and understood from pictures. Without the language to talk about and understand a story, it will be very difficult to make sense of the words. Decoding and reading words are skills that come alongside the understanding that print conveys meaning and that sounds can be blended or put together to make words to create sentences. A very complicated process for small people!

 

Very soon we shall be starting to send home books with simple words and short phrases in if we feel your child is ready for this. In the mean time please find below some ideas to use when sharing wordless books.

 

  • Predict the story from the front cover/title
  • Identify the main characters in the story
  • Discuss the feelings of characters
  • Predict what might happen next
  • Discuss funny/sad/surprising events
  • Get your child to suggest an alternative ending
  • Ask questions about what they have seen in the pictures
  • Tell your own version of the story after making obvious changes
  • Model how to add exciting vocabulary, what the characters might say
  • Create a new title for the book

 

Other general book skills that can be practised;

  • Being able to identify the correct way up for the book
  • Identifying whether a book is a story/fiction or information/non-fiction text
  • Knowing the terms title/cover/picture/illustration
  • Practise turning the pages correctly, one at a time and from the corner
  • Picking something simple from the pictures and make a rhyming family using that word

Key information

Phonics

We follow a daily phonics programme based on the 'Letters and Sounds' scheme. We teach the children to use sounds in their purest form in order for them to blend and read words successfully e.g. 's' not 'suh'. A copy of the sounds taught will be available in the back of your child's reading diary.

 

Please click here to see the phonemes by order of teaching.

 

Please click here to see how to pronounce the phonemes correctly.

 

Please click here to see some ideas for phonics activities to do with your child.

 

Key words

We have 63 words that we would like the children to know by sight (no sounding out) at the end of Year R. We work on one set per week with the children and then revise all sets periodically so that the children retain their knowledge.

You can find these words at the back of your child's reading diary.

 

Reading

Your child will read with the class teacher or Learning Support Assistant once a week either as an individual or as part of a group. During the reading session specific skills will be taught and practised and the children will be asked a range of questions to check their understanding.

 

To begin with the majority of children will receive reading books twice a week to share with you at home and when the class teacher feels they are ready your child will be able to change their book when you have shared it with them. This may be every day.

 

Please remember to write in the reading diary as we use your comments to inform our judgements. We expect date, book title and your initials as a minimum please.

 

Your child will also participate in whole class reading sessions every day and daily story time in class and an opportunity to choose a book from the school library will be given once a week if your child has returned their previous book.

 

Spelling

We use the same 63 key words to practise spellings with the children and we would expect the majority of children to be able to spell at least 45 of these by the end of the year.

The first few sets can be spelt phonetically but there are also quite a few that the children will need to learn from memory. We will teach the children some strategies for learning these trickier words.

 

Letter formation

Please see below for how children in Year R are taught to form their letters.  Towards the end of Year R some children may start to join their handwriting. 

It is extremely important that your child uses a comfortable and efficient pencil grip, even though this may not be the same as your own. This should be the pincer grip.

How can I support my child at home?

 

  • Help your child to practise dressing and undressing including being able to turn clothes the right way out
  • Help your child to practise putting on his/her coat and doing/undoing the fastenings
  • Practise cutting up food
  • Make sure child is confident in cleaning themselves after using the toilet including washing hands thoroughly
  • Develop independence and thinking skills by encouraging your child to think for themselves and solve simple problems with minimal prompting
  • Play games which might involve turn taking, rolling dice or moving counters
  • Practise handling different tools such as pencils, scissors, paintbrushes, tweezers, using a correct grip
  • Sing songs and rhymes, anticipating words and repetitive phrases
  • Share stories together, discussing the pictures, plot and characters
  • Read and spell words from the Year R key word list
  • Practise writing your child's full name with correct letter formation
  • Practise writing individual letters, starting in the correct place
  • Read, write and order numbers from 0-10 and 0-20
  • Practise counting a number of objects accurately, using strategies such as pointing, moving and lining objects up
  • Finding pairs of numbers that make 10 as well as other numbers e.g. 5 = 0+5, 1+4, 2+3, 3+2, 4+1, 5+0

Climbing the tree to a better me

 

Our special tree focuses on the Social, Moral, Spiritual and Social aspect of our learning. In Year R we are practising using our manners, being a good friend and being respectful and responsible.

 

We can earn three stars for each rung of the ladder and at the end of the year we can earn a special sticker at the top of the tree for our effort in trying to show these things.

 

When we have collected three stars of the same colour we can show our certificate in assembly and our name is moved up the ladder in class to show our progress.

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