EYFS Parents Workshop Maths & Literacy

Friday 18th March 2016

Thank you for coming

Our Aim

To outline key areas of our EYFS Maths Curriculum, explain how we teach maths in school and give you ideas to

support maths learning at home

H ow do our children learn Mat hs at Montbelle?

W h o l e c l a s s c a r p e t sessio n s F o c u s e d a c t i v i t i e s i n d o o r s a n d o u t d o o r s C r o s s c u r r i c u l a r l i n k s t o o t h e r a r e a s o f l e a r n i n g L ot s o f t a lking T h inking S elf -d iscover y Problem so lving Play U sing concrete objects to represent abstract ideas A s k ing q u e s t ions Real-life learn ing P r a c t i c al a n d engaging lesson s – h o o k s ! Boos t e r grou p s / i n t e r v e n t i o n s

‘I hear and I forget. I see and I remember.

I do and I understand.’ (A Chinese proverb)

Maths: Understanding the abstract

Early Years Curriculum

Additional to prepare for Year 1 – count in 2s, 5s and 10s, recording in number sentences

Number Number and place value

Be able to recite number names in order

Be able to name numerals up to 20

Be able to represent numbers up to 20

Be able to count reliably up to 20

Be able to order numbers 0-20.

Need to know which number comes before or after

another

- 1st, 2nd, 3rd

Addition and subtraction

Need to be able

to work out 1 less, 1 more than any given

number up to 20 Need to be able

to add or subtract two 1 digit numbers

Sharing

Need to be able to solve

problems involving sharing

Doubling and halving

Need to be able to

solve problems involving doubling

and halving

Understanding the Value of Numbers

Number and place value

10

Place value Number and place value

15 What does the 5 represent? = 5 units

What does the 1 represent? = 1 ten

Number and

place value Counting

Early stages of + and - Addition and subtraction

Same problem, different method

Addition and subtraction

Hundred Square

+1 -1

+ 10 Addition

Subtraction

Early Stages of Division

Multiplication and division

Doubling and halving

Fractions

Doubling and halving

Fractions

Early Years Curriculum

Measures Shape

Use everyday language to talk about:

•size •Weight •capacity •position •distance •time •money •patterns

Explore the characteristics of everyday objects and

shapes

Use mathematical language to describe objects and shapes

Measures Measures

Measures - TimeMonths of

the year song

Measures

Measures - Money Measures - money

Shape Geometry - shapes

Here are a few ideas t o help you…

Counting

33

Looking for numbers

34

Get your brains ready!

Order these numbers from smallest to largest.

20 3 14 7 0

Get your brains ready!

What number comes before…

16 …What number comes after?

Sharing food

35

Measuring

36

Money

37

Get your brains ready!

True False

The bigger the size of the coins, the

more I can buy with it.

Get your brains ready!

What shapes can you see?

Maths websites

https://www.havefunteaching.com/

www.uk.mathletics.com

Our Aim

To outline key areas of our EYFS Literacy Curriculum, explain how we teach reading, writing & phonics in

school and give you ideas to support literacy learning at home

H ow do our children learn to read & write at Montbelle? W h o l e c l a s s c a rpet sessions F o c u s e d a c t i v i t i e s i n d o o r s a n d o u t d o o r s C r o s s c u r r i c u l a r l i n k s t o o t h e r a r e a s o f l e a r n i n g Lots of ta lking – book talk and rehearsing what we wan to say

before we start to write Dai ly Phonics Dai ly guided reading Visits to the library Shar i ng s t o r i e s Role p lay Real-life learn ing Prac tic al and engaging lessons – hooks ! Booster groups/interventions

‘I hear and I forget. I see and I remember.

I do and I understand.’ (A Chinese proverb)

Our Literacy curriculum

Reading Writing

• To be able to read and understand simple sentences.

• To be able to use phonic knowledge to decode regular words and read them aloud accurately.

• To be able to read some common irregular words.

• To be able to talk about what they have read and show they understand.

• To be able to use their phonic knowledge to write words

• in ways which match their spoken sounds.

• To be able to write some irregular common words.

• To be able to write simple • sentences which can be read by

themselves and • others. • To be able to spell some words

correctly and ensure others are • phonetically plausible.

Additional to prepare for Year 1 – using joins in hand writing, using tricky phase 5 sounds in reading/writing, writing longer sentences with conjunctions, understanding more punctuation

Building Blocks

•Listening •Vocabulary •Memory

Phonics Phoneme

A sound in a word Grapheme A letter or sequence of letters that make up a word.

1 2 3

c a t

b ir d

f i sh

kn igh t

Segmentation and Blending

Segmentation means hearing the individual phonemes within a word – for instance the word ‘crash’ consists of four phonemes ‘c-r-a-sh’. In order to spell this word, a child must segment it into it’s component phonemes and choose a grapheme to represent each phoneme.

Blending means merging the individual phonemes together to pronounce a word. In order to read an unfamiliar word, a child must recognise (‘sound out’) each grapheme, not each letter (eg ‘th-i-n’ not ‘t-h-i-n’) and then merge the phonemes together to make the word.

Get your brains ready!

How many sounds?

Correct Pronunciation

https://www.youtube.com/watch?v=BqhXUW_v'1s&safe=active • Teaching and modelling the correct

pronunciations of phonemes is very important.

• Correct pronunciations are modelled in school and needs to be modelled at home too.

• Incorrect pronunciations can lead to errors when children are segmenting and blending to read.

Phoneme / Letter correspondence Games

Use objects in your home Ask your child… What sound does your object start with? End with? Can you segment your word? E.g. d'u'ck Do any of the objects start with the same sound? Do any of them rhyme?

Blending for Reading

• We teach children to use their phonic knowledge to read unfamiliar words. Most children find this very effective and use it as a ‘tool’. • They do this by ‘sounding out’ words then putting the sounds together. This is called blending. • When children are learning phonics, sometimes they can find blending a challenge. • As they get confident blending short CVC words they can then find blending tricky again as they read words that are longer or have new phonemes in.

Supporting your child

• Make sure your child is pronouncing sounds correctly and clearly when they are ‘sounding out’. • Encourage your child to ‘sound out’ quickly. The quicker they do this, the easier it will be to hear the word and blend the sounds together. • Encourage your child to be a digraph/trigraph detective and look for these BEFORE they read the word. • Chunk longer words to help e.g. gar/den • Don’t forget to encourage your child to use other strategies when they are reading too. E.g. look at the pictures, read the rest of the sentence and see if it makes sense.

Sound Detectives It was raining when Jane went to Spain. When she arrived there was a rainbow. Later she went sailing with her friend. There was a terrible hail storm. When they got back to shore they took a train to the hotel.

How many times can you spot the ‘ai’ sound?

Writing We teach writing through daily Phonics, Adult-led Literacy, Shared and Guided Writing sessions, and by providing as many opportunities as possible for children to practise their skills.

Opportunities at home…

Children need to be motivated to write and they need something to write about! • Try folding up paper into little books and encouraging them to write their own version of

a favourite story.

• Give them some pictures of favourite characters as a stimulus.

• A roll of wallpaper lining and some pens is a great activity for a rainy day. You can buy these rolls in the pound shop.

• Encourage your child to name and label their pictures.

Pencil grip Children need to develop their fine-motor skills in order to hold a pencil correctly. You can support this at home through:

Forming letters

Practical Ideas to Support Spelling

High Frequency or ‘Tricky’ words

• Tricky words cannot be ‘sounded out’ this can make them harder to read. • Children need to be able to remember them and read them from sight. • This often takes many children time for this to develop. Children benefit from seeing them in lots of different ways before they can remember them. • Practise them little and often, both individually and in sentences so children develop an understanding of what they mean and how to use them. • Have tricky words up in your home so that children see them everyday. E.g. on the fridge • Invest in a mini whiteboard and pen so that your child can practise writing their words helping to build up their confidence!

Time to make…

Further Resources

http://theimaginationtree.com/