Reception Notice Board
The children are going to be working together to make a 3D dinosaur model. If you have any boxes, plastic trays, tubes (not toilet rolls) or bottles that we could use, please could you bring them in next week.
For Creative Arts week that begins on the 17th May, we are looking at the work of Kandinsky and in particular the concentric circles he used. Could we please ask you to start collecting tops from bottles and buttons that we can use for our art project.
In class, we have been talking about Spring and the signs that we see and hear around us. If the children spot any signs of Spring, please take a photo and send it to us on the class email so that we can add these to our display.
Due to timetabling changes, Apples will now be doing their second PE session on a Thursday morning.
Story of the Week: Little Kids First Big Book of Dinosaurs
Learning next week:
The children’s learning challenges for the next week:
- I can recognise digraphs and trigraphs - the children will be playing bingo, playing I spy and going on a scavenger hunt to help them consolidate their knowledge of digraphs and trigraphs.
- I can halve a given number of objects - the children will be halving a number of objects to work out "half."
- I can make a 3D dinosaur- the children will be working together to make a junk model dinosaur in their groups..
Show and Tell:
Diary and Observation Record Sheets:
Please complete the sheets below so that we can add them to your child's Learning Journal. If you have additional photos, please use a separate sheet. Thank You.
We have started sending the class bears home. They will come home with a diary. The diary is for you to add photo's and an account of the bears adventures over the weekend. The children will then share this with their friends. We have two diaries to allow for one to be quarantined for a week between uses. The bears and their clothes will also be washed upon return. Could we please ask that the diary and bear are returned no later than Tuesday so that we can ensure the bears are thoroughly dry before their next adventure!
Your teachers are:
Apples - Miss Dunk and Mrs Towell
Oranges - Mrs Roberts and Ms Akhazzan
Timetable for the week
Monday - Book bags to be returned with reading books and library books.
Tuesday - Apples PE, Oranges Library
Wednesday - Oranges PE
Thursday - Apples and Oranges PE
Book bags to be returned with reading books and library books.
Friday - Apples - Library
Please ensure your children bring their book bag to school every Monday and Thursday. The book bag should contain their library book on the appropriate day for their class, their reading book and reading record book. The reading record book should have comments about your child's reading or simply initial the title to let us know that the book has been read. We will then change the books and return the book bags to you on a Tuesday and Friday.
Home School Communication Book
This book is intended to be an additional way for parents and school staff to communicate information. If you have something that you would like to tell us, please write in the Home School Book and hand it to one of us at the school gate. We will read your comments and reply either in writing or in person. If there is something that we need to communicate to you, we will also use this book so please ensure that it is in your child’s bag daily. Please note that this book is not for communication about going home arrangements.
Names on clothes
Please name ALL of your child’s uniform, including coats and shoes. As I’m sure you are aware, the children do have a tendency to leave jumpers and cardigans around. If they are not named, it becomes very difficult for us to reunite lost items with the correct child.
As you may be aware, the school is engaged in the Visible Learning. As part of this process all staff have undertaken projects within their year groups. The characteristics of effective learning are a key element in the early year's foundation stage. They detail the ways in which children should be learning from their environment, experiences and activities. Children will be displaying the characteristics of effective learning every day. We would like the children to become more familiar with these so have created alien characters for each characteristic.
You can support us with the project by:
1. Using the language of learning with the children. For instance, rather than asking “what work have you done?” you could ask “what have you learnt?”
2. Talking to the children at the beginning of the week about the learning that we will be focusing on. This is always on the weekly letter that comes home.
3. When the children are engaged in learning outside of school, make this explicit to the children. For instance, “you have been learning how to write your name.”
4. Become familiar with the alien characters and encourage the children to think about which characteristics they have been using in their learning. For example, “I loved how you kept on trying to learn to ride your bike. You have been a real Trying Trip.”
We will be having a reflection time at the end of each session and awarding certificates and stickers to the children to help familiarise them with this language of learning. Please do come and talk to us if you have any questions around this.
Calendar /Key dates
Recent and extensive educational research has found that homework for primary aged children has minimal impact unless it reinforces learning and regularly allows children to rehearse and practise skills and facts e.g. times tables and spellings. Below are some of the things that you can do to support your children at home.
Children are expected to read, or be read to, at home regularly (at least 10 minutes daily) and to discuss their book with an adult at home to develop language and comprehension. Reading books and Reading Record books are changed every Tuesday and Friday. Also children may borrow books from the Infant Library. We encourage the children to share their library book with an adult at home as well.
Key words/ Spelling
Phase 2 Tricky words
I, the, to, no, go, into
Blending and segmenting
These are the terms used for the way we break down and put together individual letters/sounds into words for reading and writing. It is a skill that comes with practice, so the more they are exposed to it the better.
Blending – putting sounds together to make a word
This is the first stage of reading. This can easily be done whilst walking along the road or sitting in the car. You tell the children that you are thinking of a word and they have to try and guess what it is. We have been using 2/3/4 sound words e.g. on, cat and tent. You then break the word down into its individual sounds, for instance, o-n /c-a-t /t-e-n-t. It might be that you still need to practically say the word before the children can guess it! When the children have got the word, you need to model the blending back to them and say the completed word. For instance, “that’s right, well done, c-a-t, cat.” It is very important that you always reiterate the sounds and the word.
Segmenting – breaking a word down into it’s individual sounds
The first stage of segmenting is to hear the initial sounds in words. You could go on a sound hunt around your home to find things beginning with a particular sound or play games such as Eye Spy whilst looking at a picture in a book. Once the children are confidently hearing initial sounds, emphasise final sounds in words for them to hear. Then move onto CVC (consonant, vowel, consonant) words and ask them to work out the sounds in the word, for instance, “I can see a bus, what sounds can you hear in bus?" Magnetic letters or letter cards are also very useful for reinforcing letter recognition at this stage. Give the children the 3 letters that they need for a word and ask them to put them into the right order.
To understand a little more about phonics or if you would like to check how the sounds are pronounced, you could use the links below:
The children should be encouraged, when appropriate, to begin to write letters using the correct formation.
The children will be working on counting objects and movements accurately, recognising numbers when they see them in the environment and understanding place value.