Welcome Parents to our EYFS Reading Workshop

Welcome Parents to our EYFS Reading Workshop

Welcome Parents to our EYFS Reading Workshop Thursday 26th September

Workshop Content Welcome and introduction Expectations at the end of EYFS in Reading Phonic aspect of reading Developing sight vocabulary Reading searchlights

Shared reading Guided reading Home (independent) reading Childrens Profiles (2simple) Teaching Staff

Nursery- Miss Franks (teacher), Mrs Slater (teacher), Mrs Wilson(nursery nurse) and Mrs Forsyth (lunch assistant) Pear Class- Miss Pearson (teacher) and Mrs Allan (teaching assistant) Cherry Class- Mrs Coughtrey (teacher and team leader) and Mrs Wright (teaching assistant)

EYFS Profile Statements Nursery start on 30-50 months, Reception 40-60 months https://foundationyears.org.uk/files/2012/03/Development-Matters

Nursery Enjoys rhyming and rhythmic activities. Shows awareness of rhyme and alliteration. Recognises rhythm in spoken words. Listens to and joins in with stories and poems, one-to-one and also in small groups.

Joins in with repeated refrains and anticipates key events and phrases in rhymes and stories. Beginning to be aware of the way stories are structured. Suggests how the story might end. Listens to stories with increasing attention and recall. Describes main story settings, events and principal characters.

Shows interest in illustrations and print in books and print in the environment. Recognises familiar words and signs such as own name and advertising logos. Looks at books independently. Handles books carefully.

Knows information can be relayed in the form of print. Holds books the correct way up and turns pages. Knows that print carries meaning and, in English, is read from left to right and top to bottom. Reception

Continues a rhyming string. Hears and says the initial sound in words. Can segment the sounds in simple words and blend them together and knows which letters represent some of them. Links sounds to letters, naming and sounding the letters of the alphabet.

Begins to read words and simple sentences. Uses vocabulary and forms of speech that are increasingly influenced by their experiences of books. Enjoys an increasing range of books. Knows that information can be retrieved from books and computers.

Early Learning Goal Early Learning Goal Children read and understand simple sentences. They use phonic knowledge to decode regular words and read them aloud accurately. They also read some common

irregular words. They demonstrate understanding when talking with others about what they have read. Exceeding Children can read phonically regular words of more than 1 syllable as well as many irregular but high frequency words. They use phonic, semantic and syntactic knowledge to understand unfamiliar vocabulary. They can describe the main events in the simple stories they have read.

Phonics Letters and sounds (https://www.gov.uk/government/publications/letters-and-sounds) Nursery Phase One

Aspect : Environmental sounds Aspect : Instrumental sounds Aspect : Body percussion Aspect : Rhythm and rhyme Aspect : Alliteration Aspect : Voice sounds

Aspect : Oral blending and segmenting Reception Phase 2: Letterland (44 phonemes) www.letterland.com

Phase 2 Phonics Phase 3 Phonics Phase 4 Phonics

Phase 5 Phonics Developing Sight Vocabulary Children remember these words on sight and can read and spell From phase 2 weekly word sets taught and given to

children and put in the back of reading records Strategies for learning: take a photo, learn the shape, post-it challenge (stick around the home) Phase 2

Phase 3 Phase 4 Phase 5

Reading Searchlights Shared Reading Big books, visualizers, power points, videos Guided Reading

Independent Reading Childrens Profiles 2simple

Recently Viewed Presentations



    She represents our ability to use analogy in order to transcend the mundane world… or that the dentist has the magic to change our lives. * * Jargon, gobbledygook, newspeak and doublespeak are bad. But inkhorn terms and classical allusions...
  • Objectives of Elemental Estimation - CAE Users

    Objectives of Elemental Estimation - CAE Users

    c. Doors. Hollow-steel honeycombed doors in -in. frames, including hardware for residential buildings. Vertical Movement a. Stairs. Metal pan stairs, 5 ft wide 10 ft rise with half landings, including precast terrazzo treads and landings and picket railings. b. Elevator...
  • Neurosurgery - Asheville-Buncombe Technical Community College

    Neurosurgery - Asheville-Buncombe Technical Community College

    Subdural space between dura mater and arachnoid . Arachnoid extends to S-2. ... Reabsorbed in arachnoid villus found in the parietal lobe. Functions as a shock absorber and circulates nutrients. ... Neurosurgery Last modified by:
  • Brain Cisterns Dr. Yaser Abdulghani AlQasimi, MBBS Radiology

    Brain Cisterns Dr. Yaser Abdulghani AlQasimi, MBBS Radiology

    Cistern of lamina terminalis / Pericallosal Cistern. The cistern of lamina terminalis is the superior extension of suprasellar and chiasmatic cisterns that extend to the superior surface of corpus callosum as the pericallosal (supracallosal) cistern. Pericallosal cistern is continuous posteriorly...
  • E-POSTER SAMPLE, SINGLE SLIDE Company or University Logo

    E-POSTER SAMPLE, SINGLE SLIDE Company or University Logo

    The ASA uses 42" LCD displays in the Landscape position. For best viewing, set your page size to 36.5" wide x 20.5" H. Font size should be a minimum of 32 points. This sample text is 32 points. Remember contrast....
  • www.humbleisd.net


    Essay Writing Tips from the Chief Reader. The Chief Reader, Marilyn Elkins, provided the following advice after the 2001 AP Reading: Students should read essay prompts as texts, making certain that they have understood what they are being asked to...
  • Data Driven Decision Making Data Driven Decision Making

    Data Driven Decision Making Data Driven Decision Making

    Federation of Earth Science Information Partners (ESIP) DHS NPPD, Office of Infrastructure Protection (DHS-IP) ... Includes access to 1StopOps Portal. Tiered fees/benefits (basic, intermediate, & advanced) Workshop registrations included w/Intermediate & Advanced levels.
  • TEL2813/IS2820 Security Management

    TEL2813/IS2820 Security Management

    PERT (Continued) As each possible path through project is analyzed, difference in time between critical path and any other path is slack time: Indication of how much time is available for starting a non critical task without delaying the project...