Useful Information

 

Curriculum Letter

Long Term Plan

year 1 reading and writing

Letter formation sheets

If the children know the shape of the letters and can form them correctly, it can help them to enjoy recording their ideas in writing.  It means that the children don't have to use their 'working memory' to think about how the make the letters and they can concentrate on what they want to say.

I appreciate that it can be a little dull to practise letters, but there are some ways to make it more interesting/ easier to remember:

  • trace the shapes with their finger - in the air, in sand, in shaving foam, 
  • paint the shapes with water and a paint brush, or paint if you want to get messy!
  • when you're talking through the shapes you can make it funny by talking about going 'down to the bottom - how rude!'
  • Make your voice go up in tone when you're going up and down in tone when you're going down.
  • Look for shapes inside the letters  - e.g. "To make a 'd' you do a 'c' and then keep going up to the top, then down to the bottom - how rude!" (In the alphabet it goes 'c' then 'd') 

How to access google classroom

The children's log in details should be in the front of their Reading Records.

info about phonics screening check

I created these slides to help prepare the children for the Phonics Screen Check.

This is roughly how the words will appear in the Screen Check: The words with aliens next to them are 'pseudo words' or 'fake words'. These are used to check that the children aren't just recognising the words. (For more information on how these are marked, see the document below the list of Powerpoint files) The blank words are real words.

We will use these in class to practise and revise sounds. Feel free to use them to practise with your child at home.

In class, we sound out all the sounds, count the number of sounds and then blend them together. We also talk about how to break up longer words into chunks and blend each chunk before trying to blend the whole word. e.g. sh-ar-m-ir-k     ->    shar - mirk     ->    sharmirk

We also talk about how, if it is a real word, we need to listen to what we say and think about whether it sounds like a word we know. If not, try the word again and think about any sounds that might be different so that we make a word we recognise. e.g. remind - a child might read it with the short 'i' sound - what could be different to make it into a word you know?

Name
 phonics - revision of various sounds..pptxDownload
 phonics -breaking up longer words.pptxDownload
 phonics -long a sound.pptxDownload
 phonics slides - split vowel digraphs (1).pptxDownload
 phonics slides - split vowel digraphs.pptxDownload
 phonics slides - ue.pptxDownload
 phonics slides - wh, ph, ew, oe, au, ey.pptxDownload
 _phonics slides - soft g and c, long i,o and u.pptxDownload
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Key Stage 1 Assessment Framework (End of Year 2 assessment)

The Teacher Assessment Framework outlines the skills that a child must demonstrate to be assessed at being 'at the expected standard'. (pages 6 - 13)

Throughout the year the children's learning will provide them with the opportunity to show the skills that they need. In the summer term, I will look back at the children's work to identify whether each child has achieved each point. The children must show all the criteria to be assessed as 'expected'.

 

BUG CLUB

Click on the title above to go to the Bug Club website.

Phonics

In Ruby Class we follow The letters and Sounds scheme to teach the children Phonics.

Letters and Sounds website

Ideal for ideas and activities

Letters and Sounds - Principles and Practice of High Quality Phonics

For further guidance