Author: year1

This week we have been learning how to multiply and divide, the children have learnt may different methods and we tried to create arrays from a variety of different materials!

YEAR 1 PHONICS SCREENING 2017

INFORMATION AND GUIDANCE FOR PARENTS

At St Nicholas Academy we teach your children phonics. Our approach to learning phonics in Reception, Year 1 and Year 2 is through using Letters and Sounds: Principles and Practice of High Quality Phonics. We also follow a kinaesthetic approach in Reception where children are given an action to help them learn each different sound. This is an effective and interactive way for young learners to recall phonemes. 

Phonics video link.

Letters and Sounds provides us with games and resources to support our teaching of phonics. It aims to build pupils’ speaking and listening skills, as well as prepare pupils to learn to read, by developing their phonic knowledge and skills. It sets out a detailed programme for teaching phonic skills, with the aim of pupils becoming fluent readers by age seven.

What is the phonics screening check?

The national phonics screening check was introduced in 2012 to all Year 1 pupils. It is a short, statutory assessment to ensure that children are making sufficient progress in the phonics skills to read words and are on track to become fluent readers who can enjoy reading for pleasure and for learning.

The check is not about passing or failing but checking appropriate progress is being made. If children do not reach the required standard, then we will be in touch to discuss plans and offer additional, tailored support to ensure that your child improves their reading skills.

Who is it for?

We will be able to administer the check during the week of the 12th to 16th June 2017. If a child is absent during that week, the school can administer the check up the following week.

How is the check structured?

The check consists of a list of 40 words, half real words and half nonsense words, the nonsense words will be shown to your child with a picture of an alien. This not only makes the check a bit more fun, but provides the children with a context for the nonsense word which is independent from any existing vocabulary they may have.

Is it stressful to test such young children?

The assessment will be age-appropriate, with children sitting with a teacher and reading one-to-one. It should be an enjoyable activity for children which will take no more than 10 minutes.

Does a teacher have to carry out the screening check?

Yes, Miss Common will carry out the check with the pupils in Year 1.

Why are nonsense words included in the screening check?

Nonsense words are an established assessment method of many schools, and are included in many phonics programmes. They are included because they will be new to all pupils, so there won’t be a bias to those with a good vocabulary knowledge or visual memory of words. This is a test of a child’s ability to decode using phonics. Children who can read non-words should have the skills to decode almost any unfamiliar word.

How long does the check take?

Every child is different but in most cases the check should take approximately 10 minutes per child but there is no time limit.

How will the results from the phonics screening check be used?

We have to inform parents towards the end of the summer term in Year 1 of their child’s results. We will let you know in our end of year summary report how your child did and if there is anything that you need to do to help your child improve. If your child does not reach the required level, we will tell you what provision we are going to be making at the end of Year 1 and beginning of Year 2 to help this be addressed and also how you can support us in developing this key skill.

How can I help my child?

In school we are continually checking your children’s phonic development within our approach to the assessment of reading. This screening forms part of our overall assessment procedure. However, there are a number of things that parents can do to support early reading skill development.

• Let your child see you enjoying reading yourself – they are influenced by you and what you value!

• Immerse your child in a love of reading: share books and magazines with your child, take them to the library to choose books, read to them regularly, point out texts around you, e.g. in the street etc.

• Make time for your child to read school books to you regularly – encourage them by pointing to the words and ask them about the story they are reading

• Use phonics play www.phonicsplay.co.uk . This is a website which is packed with interactive phonics games to help children to learn to hear sounds and blend sounds. We use this in school and some aspects of it are free to use at home.

• Help your child to practice reading the pseudo words which will be sent home.

• Communicate with your child’s teacher through their reading record

• Attend our Parent Workshop meeting

What shall I do if my child is struggling to decode?

Say each sound in the word from left to right.

Blend the sounds by pointing to each letter, i.e. /b/ in bat, or letter group, i.e. /igh/ in sigh, as you say the sound, then run your finger under the whole word as you say it.

Talk about the meaning if your child does not understand the word they have read.

Work at your child’s pace and have FUN!

Remember! We are here to help your child to do their very best and develop a fluency and love of reading.

Badger and Otter Home Learning 28th April

Bug House Competition!

Please remember to log on to Mathletics to help your child with their maths and quick number recall.

This week we have been learning how to multiply numbers by 2,5 and 10.

The children will be learning to draw and create arrays – they can practise these activities on mathletics so be sure to log on 🙂

Here is the story we have been learning! Today Badgers went to Abacus to show the little ones our story!

Can your child tell you the story?

Once upon a time there was a little old man who grew an enormous turnip

Early one morning he decided to pull up the turnip to make turnip soup.

So, he pulled and he pulled and he pulled. But the turnip would not budge. Next he asked his wife, Sue to help.

So, Sue pulled the man and the man pulled the turnip. But still the turnip would not budge. Next he asked his son to help.

So, the son called Andrew pulled the woman and the woman pulled the man and the man pulled the turnip. But still the turnip would not budge. Next he asked his daughter to help.

So, the daughter, called Kate pulled the son and the son pulled the woman and the woman pulled the man and the little old man pulled the turnip. But still the turnip would not budge. Next he asked the smelly dog to help.

They pulled harder and harder, but the old man pulled the hardest.

Finally, the enormous turnip came flying out of the ground as fast as a rocket and they all fell down with a loud BANG!

After that they had spicy turnip soup for dinner, they put in carrots, onions and bunches of parsley, but the son and daughter were unhappy because it tasted disgusting!

This term, to link our written work with our IPC topic we will be reading the story of the Enormous Turnip. The children will learn the story off by heart through the T4W approach. They will then be learning to write in different forms and then create their own story. Let the children practise the story at home, can they make their own story map?

We will also be working hard towards our phonics screening assessments in June. Please look at the previous post about phonics in Year One and if you need any support or ideas how to help your child please let your class teacher know!

Welcome Back 🙂