Reception Literacy

This is a picture of WALT (We are learning to..).
He is our wizard and tells the children what they are learning in every subject throughout the day.
Walt

 

Reading

In school we use the Oxford Reading Tree scheme.

ortfamily

The children take one book home each week. Reading bags should be brought into school every Wednesday. The teacher will then hear the children read and the book bag should return home by Friday.

In the book bag you should find….

A little red book with key words for them to learn. Each time the teacher checks these words they will put a date in the book. If the child recognises the word there will be a tick next to it. If they do not recognise it, then a dot will be placed next to it.

A homework record card which will be filled in by the adult. A sticker will be given if the child has completed their homework and the date will be recorded.

A reading book which will have already been introduced to the children at school and they will have read it to the teacher. All books are checked when they are returned. Please make sure that books are returned in good condition without rips or pen marks on the pages.

 

Please make sure that all letters or pictures are removed from the book bag so that the reading book can be easily found.

 

Phonics

Throughout the school we use letters and sounds which is supported by the jolly phonic scheme.

Jolly_Phonics

Letters_and_Sounds


 

These are the sounds that we cover in reception.

Phase 1

Seven Aspects: Three strands in each 1) tuning in to sounds 2) listening and remembering sounds 3) talking about sounds

Oral segmenting and blending introduced in Aspect 7

Continues through all Phases

Phase 2

19 grapheme-phoneme correspondences

Set 1: s a t p

Set 2: i n m d

Set 3: g o c k

Set 4: ck e u r

Set 5: h b f,ff I,ll ss

Phase 3

25 more grapheme-phoneme correspondences

Set 6: j v w x

Set 7: y z, 22 qu

Phase 3 two and three letter graphemes:

ch, sh th ng ai ee igh ca oo ar or ur ow oi ear air ure er

Phase 4

No new graphemes

Consolidation of above to read and spell words containing adjacent consonants and to read and spell polysyllabic words-segmenting to spell, blending to read.


The children will progress through different phases:

Phase One of Letters and Sounds concentrates on developing children’s speaking and listening skills. The emphasis during Phase 1 is to get children attuned to the sounds around them and ready to begin developing oral blending and segmenting skills.

phase 1 games

In Phase 2 letters and their sounds are introduced one at a time. A set of letters is taught each week using the following letters:

s, a, t, p, i, n, m, d, g, o, c, k, ck, e, u, r, h, b, f, ff, l, ll, ss, t, j, v, w, x, y, z, zz, qu

phase 2 games

By the time they reach Phase 3, children will already be able to blend and segment words containing the letters taught in Phase 2.
In Phase 3 new sounds are introduced (one at a time):
ch, sh, th, ng, ai, ee, ie, oa, oo, ar, or, ow, oi, er,

phase 3 games

Writing

Encourage your child to hold a pencil correctly. This is called the pincer grip.

 lyragroove2

At first lots of children find it difficult to control or grip the pencil. Here are some ideas to help:

  • Take a line for a walk – see how long the pencil can stay on the paper.
  • Sorting – small objects such as paper clips, screws, bolts, buttons, etc.
  • Clipping things together – using pegs, paper clips, etc.
  • Dressing up activities – involving the use of clothing fasteners such as buttons, zippers and laces.
  • Tracing – lines, shapes and simple pictures.
  • Copy writing patterns 1 – using coloured sand.
  • Copy writing patterns 2 – using chalk.
  • Jigsaw puzzles – starting with simple peg puzzles with pictures and shapes that need to be slotted into the correct space, then introducing traditional puzzles of varying degrees of difficulty.

By the end of reception children should be able to:

Use their phonic knowledge to write words in ways which match their spoken sounds.

Write some irregular common words e.g the, was, said etc

Write simple sentences which can be read by themselves and others.

Some words are spelt correctly and others are phonetically plausible.