Rabbits Home Learning
This week we are working on:
Measures - Compare Mass
Start each Session by Completing the ‘Handwriting Warm Up’ Fine Motor Exercises
Monday: Use Playdough and Follow the Movements
Tuesday, Wednesday, Thursday and Friday: Watch and Join in with Miss Wittman’s Video and Complete one ‘Shoebox Activities Pick’.
Read a book every day for 10 minutes
Monday: Before Reading Talk Together and Say the Sounds in ‘Jack’ (Inside Cover)
Tuesday and Thursday: Read eBook ‘Jack’
Wednesday: Complete Play Activity 1
Friday: Complete Play Activity 2
Please record every time your child reads in their diary. The children could add a little face to show whether they liked the book.
Learn and Practice Letter Sounds - Follow the Powerpoint Slides
Monday: Log into PhonicsPlay using the Username - jan21 and Password - home; Practise Phase 2 sounds by playing Grab a Giggling Grapheme and Complete one of the ‘Using Phonics Skills for Writing’ Home Learning Challenges.
Friday: Log into PhonicsPlay; Practise Phase 2 sounds by playing Flashcards Speed Trials. Click on the cross for any that your child muddles/ confuses with another letter (such as i and j or b and d) and any that your child hesitates before saying click. Make a note of these sounds (they will be shown at the end of the game), these sounds should be recapped each day next week using one of the phonics games e.g. splat or musical words for 5 minutes. Complete one of the ‘Using Phonics Skills for Writing’ Home Learning Challenges.
Friday: Read the Phonicsplay Comic - Buzz
Follow the Powerpoint Slides then Complete one of the ‘Reading Tricky Words’ Home Learning Challenges.
Play Teach Your Monster to Read every day for 10 minutes. A website to practise your phonic skills … on a journey through the graphemes; rehearsing recognition, blending and segmenting with each one. Children rehearse tricky words, plus reading whole sentences and captions.
Revisit the story of ‘Goldilocks and the Three Bears’. Try the ‘Home Learning Challenges’.
Joe Wicks is live at 9am on a Monday, Wednesday and Friday
Wake and shake with Miss Wittman
The curriculum is designed to:
- Recognise and value children’s prior learning from previous settings and home experiences.
- Provide first hand engaging, stimulating and challenging, play-based learning experiences, allowing learners to build positive identities through managing and taking risks, having a go, developing resilience and promoting a ‘can do’ attitude.
- Learner’s choices and interests are the driving force for building knowledge, skills and understanding.
- Provide high quality provision, along with high quality interactions, so that we are laying the foundations for the children becoming independent, active, successful and ambitious lifelong learners.
- Every child is valued as an individual, safe and well cared for.
- Offer a balance of child-initiated and adult-led learning using a continuous provision based approach.
- Across our EYFS, we follow the Early Years Statutory Framework for the Early Years Foundation Stage.
- The Framework specifies the requirement for learning and development in the Early Years and provides prime and specific areas of learning we must cover in our curriculum.
- Prime Areas covered - Personal, Social and Emotional Development, Physical Development , Communication and Language development.
- Specific Areas covered- Literacy, Mathematics , Understanding the World, Expressive Arts and Design.
- Focus at first is on the prime areas of learning. These form the foundation of a child’s learning. Once the children are secure in these areas they will begin to work on the specific areas of learning.
- A vital aspect in the development of essential knowledge and skills is the use of continuous provision. This means that children are using and developing taught skills throughout the year on a daily/weekly basis.
- Continuous Provision practice and principles begin in the Early Years Foundation Stage and support children to develop key life skills such as independence; creativity, enquiry and problem solving.
- Continuous provision areas are set up to reflect children’s interests, as well as ensuring that reading, writing and maths are high profile.
- Throughout a typical day, learners will have the opportunity to work independently, work collaboratively with their peers and work with practitioners.
- There are several direct teach and adult-led sessions taking place daily in Reception. These include phonics, mathematics, topic, PE, Music, story, etc.
- The impact of our curriculum is measured by our observations and assessments that we carry out on a daily basis.
- The impact on our curriculum is measured by how well practitioners know each individual child.
- The impact of our curriculum is measured by internal termly data, as well as measuring outcomes against the LA and nationally at the end of the EYFS phase.
- The impact of our curriculum will also, in fact, be measured by how effectively it helps our learners to develop into well rounded individuals who are independent, active, successful and ambitious lifelong learners.
Rationale: So how does Fabulous Phonics work?
It's about total immersion in learning letter sounds by linking all the activities in the environment. The first thing to do is capture interest: We have some children whose spoken language is not well developed and others who have English as their second language. I’ll teach three letters a week. Each letter will get a whole day devoted to it. So the children will do everything with that letter, special songs, rhymes and stories, eating food that begins with that letter for snack, other multi-sensory activities and active learning outside. I’ll use the sound boxes of tiny toys for every letter and sound – so in the 'A box' the children will play with ants, ambulances, astronaut figures and so on. I’ll link in our mathematics story and number, in addition to our physical (real PE) story and unit with the theme of the week to support phonics teaching.
Instead of covering a topic in the first term I will have weekly themes, designed around the phonics teaching of three letters a week. It's systematic synthetic phonics but with a twist. So that first week it's snakes, ants and tigers... and a jungle theme emerges. We eat strawberries and apples, all our songs and books are based on the letters and the language will reappear in their play. The children will take something they have made home every week, for example snake spirals at the end of week one.
At end of every week, children will do a 'Big Write'. During the week, children will make a picture about the theme and by Friday, each child has a picture mounted on A3 paper, with space to write their sentence below. These 'Big Writes' will be collected into their mark making folders, showing how we first learned to write.
To help the children become confident with their sounds we shall be learning the letters, three per week, through the letters and sounds programme. We will use Jolly Phonics actions and sounds to introduce the children to letters. Please help your child by practising the sound and the action alongside the visual representation on the flashcard. Please log in to and use the school website to hear the alphabet letters being sounded out as we are teaching them, as well as the vowel digraphs and consonant digraphs that we will be moving onto after we have completed the alphabet.
It will also help your child greatly if you could complete the scrap books by cutting and sticking pictures from magazines/ the internet that begin with the letter we are working on. I shall send home the scrap book each Friday with the letters we have been working on and collect them in again on Wednesday. This is so I can have a look and see how they are getting on and reward their hard work with stamps and smiley faces!
Some children already know their sounds, if this is the case with your child then please still practise the sound, but instead of cutting and sticking you could get your child to start sounding out words and record them in the scrap book.
To support this learning, your child will also be bringing home their first reading book. These books are picture books with a sound focus on each page. Your child is at the ‘getting ready to read’ stage and we ask that you read with your child at least three times a week to build up their confidence. This can be a single page or the whole book. The children are immersed in sounds at school and hopefully this will continue at home through the sharing of their reading book.
How to support your child at this stage:
- Enjoy sharing and talking about books
- Help them to recognise their own name
- Help them to recognise some letter sounds e.g. some of the sounds in their name
- Model a narrative for each page using story telling language. As you talk, ask your child questions to add detail to the story. Eventually the children will want to tell you a story about what is happening on each page.
At this stage your child’s reading relies on the following:
- Memory: Don’t be concerned if your child seems to be memorising rather than reading (please don’t cover up the picture, use it to talk about and identify characters, events and settings and ask questions to develop observational skills)
- Seeing and Hearing: In order to recognise individual words and letters in reading, children need to be good at identifying things that are the same or different. Draw attention to the starting sound of a word and then ask them to find another word beginning with the same letter sound or think of a word that rhymes (so that it will be a different sound at the start).
Thank you for your support.
We’re Going On A Bear Hunt
Guess How much I Love You
The Very Hungry Caterpillar
Room on the Broom
The Rainbow Fish
Jack And The Beanstalk
Goldilocks And The Three Bears
The Gingerbread Man
The Little Red Hen
Talk 4 Writing
Talk for Writing, developed by Pie Corbett, supported by Julia Strong, is powerful because it is based on the principles of how children learn. It is powerful because it enables children to imitate the language they need for a particular topic orally before reading and analysing it and then writing their own version.
The approach has dramatically improved pupil happiness, confidence and skill in writing, reading and speaking. As our children have built a bank of language, including vocabulary, their desire to write and read has also improved.
If you would like to see Talk 4 Writing 'in action' in the Early Years, please do come to our Harvest workshop where you can see Reception actively learning using this approach in our 'Little Red Hen' story.
We have decided to follow the Singaporean approach to mathematics in Reception to match the rest of our school. We have created a syllabus in line with Development Matters using the Maths No Problem and Early Bird Kindergarten resources, creating a plan for our reception children that align with the rest of the school.
We also take part in daily number sessions which are introduced on a Monday through stories, songs, games and imaginative play. The children particularly enjoy watching the 'numberblocks' series. During which the children develop their mathematical understanding. One number and concept are focused on each week.
We learn to form these numbers through 'Ten Town' rhymes.