Writing in Reception

Wednesday 25th November

This session will aim to give you a clearer understanding of:

The EYFS curriculumLiteracy and writing PhonicsExamples of writing at different stages in ReceptionParent Writing task!!Table displays

Prime Areas: Personal, social &

emotional development Self confidence & awareness managing feelings & behaviour Making relationships Physical Development Moving & handling/ Health & self care Communication &

Language Listening & attention/ Understanding Speaking

Specific areas: Literacy Reading Writing Maths Numbers Shape space & measure Understanding of the World People & communities The World Technology Expressive Arts and Design Exploring media and materials Being imaginative

•17 Early Learning goalsPrime areas support and scaffold children learning through play and support development in all other areas.

Phase 2:Set 1: s, a, t, pSet 2: i, n, m, dSet 3: g, o, c, kSet 4: ck, e, u, rSet 5: h, b, f, ff, l, ll,ss

Phase 3:

•As letters are introduced, children are encouraged to use their knowledge of the letter sounds to blend and sound out words. •Blending - s-a-t to make the word sat. segment words- find the letter sounds that make the word tap from a small selection of letters.

Set 6: j, v, w, xSet 7: y, z, zz, quConsonant digraphs: ch, sh, th, ngVowel digraphs: ai, ee, igh, oa, oo, ar, or, ur, ow, oi, ear, air, ure, er

Writing

Hears and says the initial sound in words.

Continues a rhyming string.Can segment the

sounds in simple words and blend them together.

Gives meaning to mark as they draw, write and paint

Begins to break the flow of speech into words.

Links sounds to letters, naming and sounding the letters of the alphabet.

Can segment the sounds in simple words and blend them together.

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.

Attempts to write short sentences in meaningful contexts.

Early Learning Goal(Expectation at the end of reception)

•Children use their phonic knowledge to write words in ways which match their spoken sounds.

•They also write some irregular common words.

•They write simple sentences which can be read by themselves and others. Some words are spelt correctly and others are phonetically plausible.

Morning writing books Free writing- Crayons, felt tips, pencils,

chalk, whiteboard markers Experimenting with different mediums-

corn flour, shaving foam, skywriting, writing on palms & on partners back

Mark making using chalk to draw on ground, painting on easels, drawing with water using paintbrushes

Pictures with phoneme frames/ picture & word matching

Focus activities-topic planning/cooking/news

Gives meaning to marks as they draw and write

Mark making:

Write a list of ingredients using only the sounds that you can hear in the words