Project/Finding Out Tasks
This may involve a project based task, such as, recording the weather for a week, recording the family members who live in your home, etc. Or, this may involve bringing in an item of interest from home, asking questions of family members, making simple observations or finding the answer to a simple question. If required, please help your child to:
- Find a suitable item to bring to school.
- Find the answer to a question / problem.
- Answer any question set in their own words.
A task like this will link directly to work that is happening in class.
Reading will begin with a selection of pre-reading activities in school, followed by simple books. Reading books will go home in October and reading work is prepared in class before books are sent home. Parents are asked to hear their child read aloud and talk with them about the story. Encourage your child to read with some expression (you may read the story to them first to model this). If your child becomes stuck on a word, help them to sound it out or ask them to look for clues in the story or pictures to help. If they are still unsure, give them the word. Ask them simple questions about the contents of the story, the characters and what they like/ dislike about the book. You may want to play games with the vocabulary, e.g. make up silly sentences, play ‘spot the word’, look for long/short words, trace the shape the word makes, etc.
We begin our phonics programme by introducing 3 initial sounds / letters per week. We ask that parents spend time at home reinforcing the oral practice of sounds, the actions and the blending together of 2 or more sounds. In January, children are given lists of 10 words home per week to practice blending letters together to make words.
You can assist your child by helping them to count, recognise and write numbers using fun activities. These may include:
- Verbalise numbers to 10 using songs, rhymes and stories.
- Count up to 10 objects verbally, e.g. 6 plates, 9 coins, etc.
- Play board games using dice or that involve counting, e.g. dominoes.
- Begin to read numbers to 10 in the environment, e.g. road signs, bus numbers, etc.
- Begin to discuss larger numbers from their daily lives, e.g. door numbers, birth dates, ages of family members, etc.
- Begin to recognise coins to 10 pence.
- Begin to use the language associated with shape, position and movement, e.g. up, down, high, low, above, below, over, under, etc.
- Begin to use language associated with size, measure and time, e.g. more, less, the same, lots, many, all, morning, afternoon, night, day, etc.