Hiltingbury Infant School Hiltingbury Infant School

Wednesday 30Wednesday 30thth September September

Year R teamYear R team Plum classPlum class Class Teachers-Mrs Leahy & Mrs WilliamsClass Teachers-Mrs Leahy & Mrs Williams Class TA-Mrs Lloyd Class TA-Mrs Lloyd Additional adults-Mrs Jones, Mrs Rimmer, Miss Additional adults-Mrs Jones, Mrs Rimmer, Miss

WoottonWootton

Apple ClassApple Class Class Teachers-Mrs Rich and Mrs WilliamsClass Teachers-Mrs Rich and Mrs Williams Class TA’s-Mrs Parsons & Mrs WelchClass TA’s-Mrs Parsons & Mrs Welch Additional adults-Miss Spry & Mrs CooperAdditional adults-Miss Spry & Mrs Cooper

Cherry ClassCherry Class Class Teachers-Mrs Orchard & Mrs LangleyClass Teachers-Mrs Orchard & Mrs Langley Class TA-Mrs HepworthClass TA-Mrs Hepworth Additional adults-Mrs Harvey & Miss WoottonAdditional adults-Mrs Harvey & Miss Wootton

Year R topics Year R topics Autumn Term-Autumn Term- Once Upon a Time: Traditional tales & RhymesOnce Upon a Time: Traditional tales & Rhymes Up Up and Away: fictional stories, Aliens, aeroplanes, hot Up Up and Away: fictional stories, Aliens, aeroplanes, hot

air balloons etcair balloons etcSpring Term-Spring Term- Funnybones: All about me, our bodies and how we have Funnybones: All about me, our bodies and how we have

changed and people who help uschanged and people who help us Underwater: Trip to Blue Reef Aquarium. Fiction and non-Underwater: Trip to Blue Reef Aquarium. Fiction and non-

fiction books including Rainbow Fish storiesfiction books including Rainbow Fish storiesSummer Term-Summer Term- Adventures Outside: Trip to Hiller’s gardens, planting and Adventures Outside: Trip to Hiller’s gardens, planting and

growing, life cycles and looking after our environmentgrowing, life cycles and looking after our environment Here Comes Summer: range of summer activities Here Comes Summer: range of summer activities

including teddy bears picnic and thinking about healthy including teddy bears picnic and thinking about healthy eatingeating

Rewards systemRewards systemA ‘reward’ will often be the praise A ‘reward’ will often be the praise

the pupils receive regarding the the pupils receive regarding the effort and persistence they put effort and persistence they put in; that sense of personal in; that sense of personal satisfaction we all get when we satisfaction we all get when we have mastered somethinghave mastered something

Risk taking in learning; Risk taking in learning; persistence; building resiliencepersistence; building resilience

Reward systems Reward systems

Stamper chartsStamper charts

The rocketThe rocket

Tally pointsTally points

Stars of the weekStars of the week

Letters & SoundsLetters & Sounds- a multi-sensory approach- a multi-sensory approach

The programme is divided into six phases.The programme is divided into six phases.It is taught on a daily basisIt is taught on a daily basis

What is covered in each What is covered in each Phase?Phase?

Phase One complements a broad and rich language curriculum. Phase One complements a broad and rich language curriculum. There is an emphasis on oral work, developing children’s There is an emphasis on oral work, developing children’s language structures, vocabulary and phonological awareness. language structures, vocabulary and phonological awareness. This phase is divided into 7 aspects as follows:This phase is divided into 7 aspects as follows:

1.1. Environmental soundsEnvironmental sounds

2.2. Instrumental soundsInstrumental sounds

3.3. Body percussionBody percussion

4.4. Rhythm and RhymeRhythm and Rhyme

5.5. Alliteration Alliteration

6.6. Voice soundsVoice sounds

7.7. Oral blending and segmentingOral blending and segmenting Phase One type activities will continue well beyond the Phase One type activities will continue well beyond the

introduction of Phase Two.introduction of Phase Two.

Systematic high quality Systematic high quality phonics – Phase Two-Sixphonics – Phase Two-Six

Introduction of grapheme–phoneme (letter-sound) correspondences begins at Introduction of grapheme–phoneme (letter-sound) correspondences begins at Phase Two and this is the point at which a programme of systematic phonic Phase Two and this is the point at which a programme of systematic phonic work should begin. work should begin.

By the end of Phase Three children should know one grapheme for all the By the end of Phase Three children should know one grapheme for all the phonemes in spoken English; phonemes in spoken English;

At Phase Four they should know letter names and read and spell some tricky At Phase Four they should know letter names and read and spell some tricky words. Consolidate knowledge of graphemes in reading and spelling. words. Consolidate knowledge of graphemes in reading and spelling.

At Phase Five, children begin to recognise and use alternative ways of At Phase Five, children begin to recognise and use alternative ways of pronouncing the graphemes and spelling the phonemes they have been taught; pronouncing the graphemes and spelling the phonemes they have been taught;

At Phase Six they develop skill and automaticity in reading and spelling.At Phase Six they develop skill and automaticity in reading and spelling.

Phonicsplay.co.uk is a great website to use for a range of games Phonicsplay.co.uk is a great website to use for a range of games to support the different phases.to support the different phases.

High Frequency Words & High Frequency Words & ReadingReading

There is specific guidance on teaching High Frequency words.There is specific guidance on teaching High Frequency words. They are divided into words that are decodable e.g. an, dad, down, went They are divided into words that are decodable e.g. an, dad, down, went

and ‘tricky’ words e.g. the, was, they. and ‘tricky’ words e.g. the, was, they.

ReadingReading Choose a time of day when your child is keen to share a book. Enjoy Choose a time of day when your child is keen to share a book. Enjoy

sharing books with your child, talk about what’s happening in the sharing books with your child, talk about what’s happening in the pictures, retell the story in sequence after you have shared it. Talk about pictures, retell the story in sequence after you have shared it. Talk about ‘Who, Where, When and What.’ Begin to find and identify individual ‘Who, Where, When and What.’ Begin to find and identify individual letter sounds as they are taught in class. When your child knows a small letter sounds as they are taught in class. When your child knows a small bank of sounds begin to blend to read two letter ‘VC’ and three letter bank of sounds begin to blend to read two letter ‘VC’ and three letter CVC words. Later on as the tricky words are taught in class, look for CVC words. Later on as the tricky words are taught in class, look for these in books, play matching bingo with them, stick post its around the these in books, play matching bingo with them, stick post its around the house with them etc!house with them etc!

WritingWriting Encourage mark making eg lists, cards, labels etc. practice letter Encourage mark making eg lists, cards, labels etc. practice letter

formation as each letter is introduced through letters and sounds formation as each letter is introduced through letters and sounds (Cursive script will be given out). Practice name writing in cursive script-(Cursive script will be given out). Practice name writing in cursive script-tracing, copying etc.tracing, copying etc.

P pP p: : Close the index finger on the thumb, positioned Close the index finger on the thumb, positioned next to the mouth pointing forward. Open and next to the mouth pointing forward. Open and close the finger and thumb as you say the sound.close the finger and thumb as you say the sound.

B bB b: Close your index and second finger on : Close your index and second finger on the thumb, positioned next to the mouth the thumb, positioned next to the mouth pointing forward. Open and close your pointing forward. Open and close your finger and thumb as you say the sound.finger and thumb as you say the sound.

T tT t: Place the index finger next to the : Place the index finger next to the mouth, pointing up and then move it mouth, pointing up and then move it forwards about 10 cm.forwards about 10 cm.

D dD d: : Place the index and second finger Place the index and second finger next to your mouth, pointing up and next to your mouth, pointing up and then move forwards about 10 cm. then move forwards about 10 cm.

C C cc: : Place your crooked index finger under Place your crooked index finger under your chin and jerk it down and forwards your chin and jerk it down and forwards about 10 cm.about 10 cm.

K K kk: : Exactly the same as ‘c’ as the sound is the Exactly the same as ‘c’ as the sound is the same.same.

G gG g: : Place the crooked index and Place the crooked index and second fingers under your chin and second fingers under your chin and jerk them down and forwards about jerk them down and forwards about 10 cm. 10 cm.

M mM m: Place your fingers and thumb in : Place your fingers and thumb in the same position for ‘b’ and turn the same position for ‘b’ and turn them onto the side of your nose. them onto the side of your nose.

N nN n: Place you fingers in the same : Place you fingers in the same position for ‘d’ and turn them onto position for ‘d’ and turn them onto the side of your nose.the side of your nose.

ngng: (as in ‘ring’) This is the only two : (as in ‘ring’) This is the only two handed sign. Place one hand for ‘g’ handed sign. Place one hand for ‘g’ and the other for ‘n’ at the same and the other for ‘n’ at the same time. time.

H hH h: Hold your hand next to the mouth : Hold your hand next to the mouth with the palm facing forward then with the palm facing forward then move your hand forwards about 10 move your hand forwards about 10 cm. cm.

F fF f: : Place the index finger parallel and Place the index finger parallel and close to the lower lip and move the close to the lower lip and move the finger forward and downward about finger forward and downward about 10 cm. 10 cm.

V vV v: Place the index and second : Place the index and second fingers parallel and close to the lower fingers parallel and close to the lower lip and move the fingers forward and lip and move the fingers forward and downward about 10 cm.downward about 10 cm.

S sS s: Hold your index finger pointing : Hold your index finger pointing sideways out from your mouth and sideways out from your mouth and move your finger about 10 cm move your finger about 10 cm forwards in a wavy line. forwards in a wavy line.

Z zZ z: Hold your index and second : Hold your index and second fingers pointing sideways out from fingers pointing sideways out from your mouth and move your fingers your mouth and move your fingers forward about 10 cm in a wavy line.forward about 10 cm in a wavy line.

shsh: Point the thumb and index finger : Point the thumb and index finger forward and move your hand forward forward and move your hand forward about 10 cm.about 10 cm.

shsh: (as in ‘treasure’) Point the thumb, : (as in ‘treasure’) Point the thumb, index and second fingers forward, index and second fingers forward, about two cm apart, and move your about two cm apart, and move your hand forward about 10 cm.hand forward about 10 cm.

thth: (as in ‘thumb’) Point the index : (as in ‘thumb’) Point the index finger forward from your mouth and finger forward from your mouth and move your hand forward about 10 move your hand forward about 10 cm. cm.

thth: (as in ‘the’) Point the index and : (as in ‘the’) Point the index and second fingers forward from your second fingers forward from your mouth and move your hand forward mouth and move your hand forward about 10 cm. about 10 cm.

chch: : Make the sign for ‘t’ and then Make the sign for ‘t’ and then quickly drop your two fingers down quickly drop your two fingers down and bring your thumb forward, then and bring your thumb forward, then move your hand forward about 10 move your hand forward about 10 cm.cm.

J jJ j: Make the sign for ‘d’ and then : Make the sign for ‘d’ and then quickly drop the two fingers down quickly drop the two fingers down and bring the thumb forward, then and bring the thumb forward, then move the hand forward about 10 cm. move the hand forward about 10 cm.

L L ll: : Place the index and second fingers Place the index and second fingers vertically and facing towards the vertically and facing towards the face, almost touching your lips and face, almost touching your lips and make small circular movements.make small circular movements.

R rR r: Make a fist with your palm facing : Make a fist with your palm facing towards you, then curl the index and towards you, then curl the index and second fingers towards your mouth. second fingers towards your mouth.

W wW w: Hold your hand facing forwards : Hold your hand facing forwards and place the tips of the fingers and and place the tips of the fingers and thumb together (like pursed lips) and thumb together (like pursed lips) and then open the fingers quickly.then open the fingers quickly.

Y yY y: Hold your flat hand palm down : Hold your flat hand palm down then move the hand forwards, then move the hand forwards, opening the fingers at the same opening the fingers at the same time. time.

ququ : This is signed by making ‘k’ and : This is signed by making ‘k’ and then ‘w’.then ‘w’.

X xX x:: This is made by making ‘k’ and This is made by making ‘k’ and then ‘s’.then ‘s’.

A aA a: : (as in cat) Make a fist with your (as in cat) Make a fist with your hand and place it next to your hand and place it next to your mouth, with your palm facing mouth, with your palm facing forwards, then push your fist forwards, then push your fist forwards about 10 cm. forwards about 10 cm.

E eE e: : Hold your hand next to your Hold your hand next to your mouth, palm facing outwards. Tuck mouth, palm facing outwards. Tuck your thumb into your palm and bend your thumb into your palm and bend the fingers forward. the fingers forward.

I iI i: : (as in ‘fin’) Hold your hand close to (as in ‘fin’) Hold your hand close to your mouth, palm down and pointing your mouth, palm down and pointing forwards and move your hand forwards and move your hand forwards about 10 cm. forwards about 10 cm.

O oO o: (as in ‘dot’) Make a circle with : (as in ‘dot’) Make a circle with your thumb and index finger, keeping your thumb and index finger, keeping the other fingers open. Hold your the other fingers open. Hold your hand next to your mouth and jerk it hand next to your mouth and jerk it backwards. backwards.

U uU u: (as in ‘up’) Hold your whole hand, : (as in ‘up’) Hold your whole hand, palm facing forward and move your palm facing forward and move your hand sideways as if giving a brief hand sideways as if giving a brief wave. wave.

MathematicsMathematics

Specific Area -Specific Area - Numbers Numbers and and Shape, Space and measures.Shape, Space and measures.

Taught in a practical way.Taught in a practical way.

MathematicsMathematics

What you can do at home.What you can do at home. Recognise and count numbers.Recognise and count numbers. Talk about time ie. What day is it today, tomorrow, what are Talk about time ie. What day is it today, tomorrow, what are

we doing after lunch.we doing after lunch. Talk about and make shapes – make them out of play Talk about and make shapes – make them out of play

dough, cut up toast into triangles.dough, cut up toast into triangles. Sort by colour or size.Sort by colour or size. Play games – Snakes and Ladders, Jigsaws.Play games – Snakes and Ladders, Jigsaws. Number Rhymes and songs.Number Rhymes and songs. ‘‘Ways to help at home’ leaflet will be sent by parentmail.Ways to help at home’ leaflet will be sent by parentmail. If you want a hard copy, please ask your class teacher.If you want a hard copy, please ask your class teacher. Hiltingbury Infants Maths Evening – Tuesday 13Hiltingbury Infants Maths Evening – Tuesday 13thth October. October.

Learning Platform-DB PrimaryLearning Platform-DB Primary

Learning Journeys-TapestryLearning Journeys-Tapestry

RemindersReminders Play time toys-make sure they are small Play time toys-make sure they are small

handheld toys and handheld toys and notnot precious! precious! Name labelling-clothes and bottlesName labelling-clothes and bottles Parent helpers-welcome in class and for Parent helpers-welcome in class and for

our outside area (need to attend meeting our outside area (need to attend meeting with Mrs Moden)with Mrs Moden)

Outside area-gardening, any resources you Outside area-gardening, any resources you could provide would be greatly received could provide would be greatly received

Home learning-sharing a book 5 mins a Home learning-sharing a book 5 mins a day, daily phonics and optional day, daily phonics and optional mathematical/topic challenges on the mathematical/topic challenges on the Learning PlatformLearning Platform