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Literacy

Literacy

 

Literacy development involves encouraging children to link sounds and letters and to begin to read and write. Children are given access to a wide range of reading materials (books, poems, and other written materials) to ignite their interest.

 

The children share books with friends, experiment with mark making and play reading games.  There are also lots of opportunities to mark-make on a large scale in the Nursery and Reception outdoor areas.

 

Phonics and Reading

 

In Nursery the main focus is on teaching phonological awareness through games, rhymes and play activities.

 

The teaching of phonics in Reception follows the Read Write Inc. programme.  The approach is multi-sensory and playful, using kinaesthetic actions, stories and pictures to support children's learning.

 

Initially children will bring home simple books. By focusing on skills such as pointing to the text and discussing what is happening in the pictures enables children to see themselves as readers from the very beginning.

 

Once children know the basic sounds and can blend them to make simple words, they practise by reading texts which are decodable from a variety of reading schemes that match their Read Write Inc. group and the letter sounds they know.

 
All children, both in Nursery and Reception are encouraged to select books from the library to take home and share with parents and carers.

 

ReadWriteInc. Sound Pronunciation Guide - click here

 

Writing

 

Children are given a wide range of opportunities to experiment with their emergent writing and mark making. In Nursery, children are introduced to the correct letter formation for their own names and given lots of support and encouragement to develop their fine motor skills. Parents are asked to make sure that when children practice writing their names at home they use the initial capital letter followed by lower case letters - if children start by writing in block capitals it can be very difficult to get out of the habit. In Reception children are encouraged to write their names more independently and begin to write words to form simple sentences.

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