Learning Literacy and Maths in Reception

Transcription

1 Learning Literacy and Maths in Reception

2 How do our children learn to read and write at Mildmay? Daily phonics sessions currently whole class Cross curricular table top activities & outdoor Lots of talking and sharing of books Weekly library sessions Daily handwriting Shared and guided writing sessions Asking and answering questions Booster groups

3 Early Years Curriculum Reading Continues a rhyming string. Hears and says the initial sound in words. Can segment the sounds in simple words and blend them together and knows which letters represent some of them. Links sounds to letters. Begins to read words and simple sentences. Uses vocabulary and forms of speech that are increasingly influenced by their experiences of books. Enjoys an increasing range of books. Knows that information can be retrieved from books and computers Writing Gives meaning to marks they make as they draw, write and paint. Begins to break the flow of speech into words. Hears and says the initial sound in words. Can segment the sounds in simple words and blend them together. Links sounds to letters. Uses some clearly identifiable letters to communicate meaning, representing some sounds correctly and in sequence. Writes own name and other things such as labels, captions.

4 Phase 1 Children do a lot of preparation to prepare them for phonic work. Children tune into sounds, patterns and rhymes around them. It s important to sing songs and nursery rhymes

5 Phase 2 Phonic work begins. Children learn 19 sounds s a t p i n m d g o c k ck e u r h b f ff l ll ss They learn to blend the sounds together to make words. They learn to segment the sounds to spell words. Children begin to read VC (two letter) words at, in, on CVC (3 letter) words man, dog, sat They read tricky words words which you just have to learn the, I, to, no, go..

6 Phase 3 Children learn another 25 sounds j v w x y z zz qu ch sh th ng ai ee igh oa oo ar ure er ur ow oi ear air They continue to read CVC words and practise blending and segmenting as in Phase 2 They read more tricky words. He, she, we, me, was, all, they

7 Phonics Sounds Real words & nonsense words

8 Phonics - writing Daily handwriting Gross motor skills Fine motor skills Practise, practise, practise

9 What you can do at home Ask your child what sounds they have been learning at school. When reading with your child encourage them to use sounds to break down the word and then blend them together to read it. Read with your child and read stories to them each day. Other family members can help too! Word games such as I Spy can be an enjoyable way of teaching children about sounds. Encourage your child to read words all around them such as your shopping list, signs and adverts. Please help your child at home with reading, ideally every night, and phonics practise card.

10 How do our children learn Maths at Mildmay? Daily carpet session linked to maths Table top and outdoor activities Lots of talking, asking question and problem solving Thinking for themselves and reasoning Exploring with practical equipment Real life learning Additional challenges

11 Early Years Curriculum Number Recognise some numerals of personal significance. Recognises numerals 1 to 5. Counts actions or objects which cannot be moved. Counts objects to 10, and beginning to count beyond 10. Counts out up to six objects from a larger group. Selects the correct numeral to represent 1 to 5, then 1 to 10 objects. Counts an irregular arrangement of up to ten objects. Estimates how many objects they can see and checks by counting them. Uses the language of more and fewer to compare two sets of objects. Finds the total number of items in two groups by counting all of them. Says the number that is one more than a given number. Finds one more or one less from a group of up to five objects, then ten objects. In practical activities and discussion, beginning to use the vocabulary involved in adding and subtracting. Records, using marks that they can interpret and explain. Space, Shape & Measure Beginning to use mathematical names for solid 3D shapes and flat 2-D shapes, and mathematical terms to describe shapes. Selects a particular named shape. Can describe their relative position such as behind or next to. Orders two or three items by length or height. Orders two items by weight or capacity. Uses familiar objects and common shapes to create and recreate patterns and build models. Uses everyday language related to time. Beginning to use everyday language related to money. Orders and sequences familiar events.

12 Counting, counting counting. Songs, rhymes and games Matching numerals Number Estimate how many objects and then check by counting

13 Representing numbers Understanding the value of numbers How many minutes at the park would you like? Use and understand language or more and less

14 Numicon Different ways to make the same number

15 Early Addition and Subtraction Find the total of two groups of objects by counting Recognise + and = Remove objects from a group Recognise - and = Number stories =

16 Shape, space and measure 2d and 3d shapes Recognise, name and then describe

17 Space Positional language following instructions and using to describe where something is Patterns - copy, complete And then describe

18 Time Days of week songs, rhymes and books Language of time today, yesterday, next, after, tomorrow etc

19 Measures Length longer or shorter Mass heavier or lighter Capacity full/empty/half full

20 Here are a few ideas to help you. Looking for numbers

21 Sharing food

22 Measuring

23 Money