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Literacy

Talking & Listening 

Are fundamental for all aspects of learning within the Revised curriculum.  Children are encouraged to explain what they are doing, express their feelings, ask questions, give instructions, initiate conversations, develop language through imaginative play.

 

Shared Reading

In class is part of our daily literacy and all children  are encouraged to respond in these sessions.  All children will not read from their reading book each day.   In the next part of the lesson the children are normally divided into smaller groups to participate in a range of activities. 

 

As part of our reading activities we might look at the book cover and title, discuss the story from the pictures, predict what might happen next, identify the characters, find any words we know, work out unknown words using letter sounds and clues from the pictures and context.  There is also an opportunity to look at word meanings and spelling patterns, simple grammar and punctuation.  After this preparation in class the children may take the book home.  

 

A large element of developing a successful reader & writer at P2 level is in not only identifying letters by their names, but also by the sounds they make and then blending these together to figure out words. Being able to identify and provide rhyming words are also important factors of reading. Picture and context will give clues too.  Your child should expect their reading & writing to make sense and be able to answer questions about it.  Lots of group reading activities will be based around these ideas.  Later in the year we will be referring to CVC words ~ these are simple 3 letter words which are made up from a consonant + a vowel + a consonant.

 

Writing

Please encourage your child to form their letters correctly. Letters correctly formed now form a good foundation for fluent writing and spelling later on.    Remind them about using capitals and lower case letters when writing names.  Encourage your child to ‘have a go’ at writing and to try and sound out and record their own versions of words, however we will expect them to use and know words from their spelling lists.  Let them see you writing eg. note to the teacher, and ask them to help you write eg. the order for the Chinese, a shopping list (pictures too!) and actually let them bring their lists when you go out to get the items.

 

 

Rhyme time 

Is an opportunity to develop fine motor skills when doing finger rhymes, to promote oral language and to have some fun with words.

High Frequency Word Fun

The Ugly Duckling

As part of Anti-Bullying Week we looked at the story of The Ugly Duckling. We were able to identify the setting, main character, the start, middle and end of the story as well as sequence the story. We looked at two different versions and discussed how they were different but had the same meaning, characters and setting.