Hampden Gurney School EYFS Curriculum Map Reception (

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Hampden Gurney School – EYFS Curriculum Map – Reception ( 2020 Development Matters)Within Reception the children are taught using a combination of child-initiated play and focused teaching; the areas of learning are mapped outbelow. Although we have overarching themes, these are not rigid, and we will follow other lines of interest when these arise. We also adapt anin the moment planning approach to meet the needs and interests of our children. As children join our setting at different times throughout theyear, and have different starting points, the statements below are taught and revised throughout a child’s time in Reception. Opportunities arecreated on an individual basis, we recognise, and value each child’s individual needs and we provide learning experiences accordingly.Autumn 1The mes2021-2022All About MeBaseline ( 2 weeks)Health & Happiness( PSED, Com & Lang,)Focus TextsPhonics RWI Set 1 revisionStarting School ( Janet& Allan Alberg)Super Duper YouHere We AreThe Barefoot Book l EventsCommunicationand ngAutumn 2Jolly PostmanHow do we celebrate?( Eng, KUW., PSED)Phonics RWI Set 1revisionThe Jolly PostmanThe Jolly ChristmasPostmanLetter WritingLabellingSpring 1Once upon a timeTraditional TalesWhere could your booktake you? (English &History )Spring 2Where the wildthings are?Life cycleBakingSustainable food( KUW & DT)Phonics RWI Set 2Writing-descriptionKetchup On YourCornflakesWhere the WildThings AreThe GruffaloFunny BonesSummer 1What is the greatestinvention? (Science &Maths) VehiclesMaterials &ProductsDown the Bottom ofthe Garden ( Arts)Summer 2Journeys andAdventureCulture & CommunityZero Carbon Energy( Geog., DT & Science)Transition to Yr 1Phonics RWI Set 3Listening to readersNarrative writingSharing a Shell ( JuliaDonaldson)The Night PiratesMalawi DayAutumn Nature TrailJulia DonaldsonTransition intoReceptionFather’s DaySports DayPhonics RWI Set 3Phonics RWI Set 2Writing-recordingInvitationsInvestigativeLittle Red Riding HoodIggy Peck ArchitectEach peach, pear plumJack and theCinderellaBeanstalkTitchThe Three Little PigsRoom on the broomIt’s our HouseMagic potionsMichael RosenNon-fiction writingHarvest FestivalChristmas NativityWinter/Chinese NewEasterScience WeekRemembrance DayYear CelebrationsMothering SundayDesigning –BonfireValentines DayWorld Book Dayinstructional writingChildren in NeedVisits to CommunityPancake DayServicesDuckling growingChildren at the expected level of development by the end of year will (ELGS):Listening, Attention and Understanding Enjoy listening to longer stories and can remember much of what happens. Listen attentively and respond to what they hear with relevant questions, comments and actions when being read to and during whole classdiscussions and small group interactions; Make comments about what they have heard and ask questions to clarify their understanding. Hold conversation when engaged n back-and-forth exchanges with their teacher and peers.

Speaking: Participate in small group, class and one-to-one discussions, offering their own ideas, using recently introduced vocabulary; Offer explanations for why things happen, making use of recently introduced vocabulary from stories, non-fiction, rhymes and poems whenappropriate; Express their ideas and feelings about their experiences using full sentences, including use of past, present and future tenses and making useof conjunctions, with modelling and support from their teacher. Engage in extended conversations about stories, learning new vocabulary.Literacy:Word ReadingWritingContinuous Learning - Children at the expected level of development by the end of year will ( ELGS):Throughout the term we will be looking at:Reception: Writing Spell words by identifying the sounds and then writing the sound with the letter/s. Write short sentences with words with known letter-sound correspondences using a capital letter and full stop. Form lower case and capital letters correctly.ELGS: Writing Write recognisable letters, most of which are correctly formed. Spell words by identifying sounds in them and representing the sounds with a letter or letters. Write simple phrases and sentences that can be read by others.Reception: Reading Read a few common exception words matched to the school’s phonic programme. Blend sounds into words, so that they can read short word made up of letter-sound correspondences. Read simple phrases and sentences made up of words with known letter-sound correspondences and, where necessary, a few exception words. Re-read books to build up their confidence in word reading, their fluency and their understanding and enjoyment. Compare and contrast characters from stories, including figures from the past. ELGS: Reading Demonstrate understanding of what has been to them by telling stories and narratives using their own words and recently introducedvocabulary. Anticipate ( where appropriate) key events in stories. Use and understand recently introduced vocabulary during discussions about stories, non-fiction, rhymes and poems and during role play. Say a sound for each letter in the alphabet and at least 10 digraphs. Read words consistent with their phonic knowledge by sound-blending. Read aloud simple sentences and books that are consistent with their phonics knowledge, including some common exception words.

Autumn 1Autumn 2Spring 1The mes2021-2022All About MeBaseline ( 2 weeks)Health & Happiness( PSED, Com & Lang,Jolly PostmanHow do we celebrate?( Eng, KUW., PSED)Once upon a timeTraditional TalesWhere could yourbook take you?(English & History )Focus TextsPhonics RWI Set 1 revisionStarting School ( Janet& Allan Alberg)Super Duper YouHere We AreThe Barefoot Book ofChildrenReception:Gross Motor:Phonics RWI Set 1revisionThe Jolly PostmanThe Jolly ChristmasPostmanLetter WritingLabellingPhonics RWI Set 2Little Red RidingHoodEach peach, pearplumCinderellaTitchMagic potionsReception:GymnasticsPhysicalDevelopme ntGross motorskillsFine motor skillsReception:DanceBEAMWrite DanceRevise and refinemovements acquired:rolling, crawling,walking, jumping,running, hopping,skipping, climbing.Develop fine motorskills using range oftools competently,safely and confidentlye.g. pencils. Knives,scissors, paintbrushes.Further develop theskills to manage schoolday routinesuccessfully: lining up,queuing, mealtimes,personal hygiene.Develop fine motorskills – holding pencilcorrectly andconfidently.Further develop andrefine a range of ballskills, includingthrowing, catching,kicking, passing,batting, and aiming.Develop confidence,competence,precision, andaccuracy in ballactivities.Develop fine motorskills.Use a range of smalltools, includingscissors, paintbrushes and cutlery.Spring 2Where the wild thingsare?Life cycleBakingSustainable food( KUW & DT)Phonics RWI Set 2Writing-descriptionKetchup On YourCornflakesWhere the Wild ThingsAreThe GruffaloFunny BonesELGS:Travelling andMovingNegotiate space andobstacles safely, withconsideration forthemselves and others;Demonstrate strength,balance and coordination whenplaying;Move energetically,such as running,jumping, dancing,hopping, skipping andclimbing.Fine motor:Hold pencil effectivelyin preparation forfluent writing.Using the tripod grip inalmost all cases.Summer 1What is the greatestinvention? (Science &Maths) VehiclesMaterials &ProductsDown the Bottom ofthe Garden ( Arts)Phonics RWI Set 3Writing-recordingInvestigativeIggy Peck ArchitectJack and theBeanstalkThe Three Little PigsIt’s our HouseELGS:Team GamesAthletcisProgress towards amore fluent styles ofmoving withdeveloping controland grace.Develop overallbody-strength,balance, coordinationand agility needed toengage successfullywith future physicaleducation sessionsand other physicaldisciplines, includingdance, gymnastics,sport and swimming.Begin to showaccuracy and carewhen drawingSummer 2Journeys andAdventureCulture & CommunityZero Carbon Energy( Geog., DT & Science)Transition to Yr 1Phonics RWI Set 3Listening to readersNarrative writingSharing a Shell ( JuliaDonaldson)The Night PiratesMalawi DayAutumn Nature TrailELGS: Healthy DietUse their core musclestrength for goodposture when sittingat a table or sitting onthe floor.Combine differentmovements with easeand fluency.Confidently andsafely use a range oflarge and smallapparatus indoors andoutdoors, alone and ina group.Develop bodystrength, balance,coordination andagility.Discuss health andwellbeing: regularphysical activity.

PSEDSelf-RegulationBuildingRelationshipsManaging SelfPSED Continuous Developme nt - Children at the expected level of development by the end of year will ( ELGS):Throughout the term we will be looking at:Reception: See themselves as a valuable individual. Build constructive and respective relationships. Express their feelings and consider the feelings of others, regulate behaviour accordingly Show resilience and perseverance in the face of challenge. Identify and moderate their own feelings socially and emotionally. Show understanding of their own feelings and those of others, and begin to regulate their behaviour accordingly.Self-Regulation Show an understanding of their own feelings and those of others, and begin to regulate their behaviour accordingly; Set and work towards simple goals, being able to wait for what they want and control their immediate impulses when appropriate; Give focused attention to what the teacher says, responding appropriately even when engaged in activity, and show an ability to followinstructions involving several ideas or actions.Building Relationships Work and play co-operatively and take turns with others; Form positive attachments to adults and friendships with peers; Show sensitivity to their own and to others’ needsManaging Self Be confident to try new activities and show independence, resilience and perseverance in the face of challenge; Explain the reasons for rules, know right from wrong and try to behave accordingly; Manage their own basic hygiene and personal needs, including dressing, going to the toilet and understanding the importance of healthy foodchoices.Autumn 1The mes2021-2022All About MeBaseline ( 2 weeks)Health & Happiness( PSED, Com & Lang,Autumn 2Spring 1Jolly PostmanHow do we celebrate?( Eng, KUW., PSED)Once upon a timeTraditional TalesWhere could yourbook take you?(English & History )Spring 2Where the wild thingsare?Life cycleBakingSustainable food( KUW & DT)Summer 1What is the greatestinvention? (Science &Maths) VehiclesMaterials &ProductsDown the Bottom ofthe Garden ( Arts)Summer 2Journeys andAdventureCulture & CommunityZero Carbon Energy( Geog., DT & Science)Transition to Yr 1

Focus TextsPhonics RWI Set 1 revisionStarting School ( Janet& Allan Alberg)Super Duper YouHere We AreThe Barefoot Book ofChildrenPhonics RWI Set 1revisionThe Jolly PostmanThe Jolly ChristmasPostmanLetter bersNumericalPatternsBaseline AssessmentsNumbers up to 102D shapesSorting and comparingLink symbol to valueNumber bonds to 10One more/one less2D and 3D shapes andpropertiesSubitise up to 5Use of mathematicalvocabularyDaily mental counting,addition, subtractionand problem solvingWhite Rose scheme:ReceptionDaily mental counting,addition, subtractionand problem solvingWhite Rose Scheme:ReceptionPhonics RWI Set 2InvitationsLittle Red RidingHoodEach peach, pearplumCinderellaTitchMagic potionsNon-fiction writingReception:Phonics RWI Set 2Writing-descriptionKetchup On YourCornflakesWhere the Wild ThingsAreThe GruffaloFunny BonesPhonics RWI Set 3Writing-recordingInvestigativeIggy Peck ArchitectJack and theBeanstalkThe Three Little PigsIt’s our HousePhonics RWI Set 3Listening to readersNarrative writingSharing a Shell ( JuliaDonaldson)The Night PiratesMalawi DayAutumn Nature Trail-ELGS:ELGSCounting andcomparing groups to10PatternLength & HeightCpmpare anddecompose shapesSelect, rotate andmanipulate shapesand spatial reasoningskillsUse of mathematicalvocabulary.Daily mentalcounting, addition,subtraction andproblem solvingWhite Rose scheme:ReceptionNumber bonds to 10CapacityCounting on and backto add and subtract.Subitise numbersbeyond 5Position and directionOdd, even, double factsand quantities up to 20Using mathsvocabualryELGS:.Counting withnumbers to 20Doubling, halvingand sharingCompare length,weight and capacityRecognise greaterthan, smaller than orthe sameUsing mathematicalvocabularyDaily mental counting,addition, subtractionand problem solvingDaily mentalcounting, addition,subtraction andproblem solvingWhite Rose: ReceptionWhite Rose: Year 1Position and directionDrawing informationfrom a map.Secure number bondsto 20Odd, even, doublefacts and quantities upto 20Subitise 5-10 –estimationsUsing mathematicalvocabularyDaily mentalcounting, addition,subtraction andproblem solvingWhite Rose: Year 1

Mathematics - Continuous Learning: Children at the expected level of development by the end of year will ( ELGS):Throughout the term we will be looking at:Reception: Learn new vocabulary Use new vocabulary throughout the day. Count objects, actions and sounds. Count beyond ten. Subitise Link the number symbol ( numeral) with its cardinal number value. Compare numbers. Understand the ‘one more than/one less than’ relationship between consecutive numbers. Explore the composition of numbers to 10. Compare length, weight and capacity. Select, rotate and manipulate shapes in order to develop spatial reasoning skills. Draw information from a simple map. Continue, copy and create repeating patterns. Compose and decompose shapes so that children recognise a shape can have other shapes within it, just as numbers can. Select, rotate and manipulate shapes in order to develop spatial reasoning skills.ELGS: Participate in small group, class and one-to-one discussions, offering their own ideas, using recently introduced vocabulary.Verbally count beyond 20, recognising the pattern of the counting system.Subitise ( recognising quantities without counting) up to 5.Compare quantities up to 10 in different contexts, recognising when one quantity is greater than, less than or the same as the other quantity.Have a deep understanding of numbers to 10, including the composition of each number.Explore and represent patterns within numbers up to 10, including evens and odds, double facts and how quantities can be distributed evenly.Verbally count beyond 20, recognising the pattern of the counting system.

Autumn 1Autumn 2Spring 1The mes2021-2022All About MeBaseline ( 2 weeks)Health & Happiness( PSED, Com & Lang,Jolly PostmanHow do we celebrate?( Eng, KUW., PSED)Once upon a timeTraditional TalesWhere could yourbook take you?(English & History )Focus TextsPhonics RWI Set 1 revisionStarting School ( Janet& Allan Alberg)Super Duper YouHere We AreThe Barefoot Book ofChildrenPhonics RWI Set 1revisionThe Jolly PostmanThe Jolly ChristmasPostmanLetter WritingLabellingUnderstandingthe WorldReception:Reception:Recognise differentbeliefs and celebratespecial times indifferent ways.Explain somesimilarities anddifferences betweenlife in this country andlife in other countries,drawing on knowledgefrom stories, nonfiction texts and ( whenappropriate) maps.Recognise someenvironments that aredifferent to the one inwhich they live.Phonics RWI Set 2InvitationsLittle Red RidingHoodEach peach, pearplumCinderellaTitchMagic potionsNon-fiction writingReception:Know somesimilarities anddifferences betweenthings in the past andnow, drawing on theirexperiences and whathas been read inclass.Understand the pastthrough settings,characters and eventsencountered in booksread in class andstorytelling.Using knowledgefrom observationdiscussion, stories,non-fiction texts andmaps.People, culturesand communitiesThe NaturalWorldPast and PresentComment on imagesof familiar situationsin the past.Compare and contrastcharacters fromstories, including,figures from the past.Recognise someenvironments that aredifferent to the one inwhich they live.Spring 2Summer 1Where the wild thingsare?Life cycleBakingSustainable food( KUW & DT)Phonics RWI Set 2Writing-descriptionKetchup On YourCornflakesWhere the Wild ThingsAreThe GruffaloFunny BonesWhat is the greatestinvention? (Science &Maths) VehiclesMaterials &ProductsDown the Bottom ofthe Garden ( Arts)ELGS:Explore the naturalworld around themcontrastingenvironmentDescribe what they see,hear and feel whilethey are outsideRecognise someenvironments that aredifferent to the one inwhich they liveUnderstand the effectof changing seasons onthe natural worldaround themELGS:Understand someimportant processesand changes in thenatural world aroundthem, including theseasons and changingstates of matter.Talk about the livesof people aroundthem and their rolesin society.Phonics RWI Set 3Writing-recordingInvestigativeIggy Peck ArchitectJack and theBeanstalkThe Three Little PigsIt’s our HouseSummer 2Journeys andAdventureCulture & CommunityZero Carbon Energy( Geog., DT & Science)Transition to Yr 1Phonics RWI Set 3Listening to readersNarrative writingSharing a Shell ( JuliaDonaldson)The Night PiratesMalawi DayAutumn Nature Trail-ELGSExplore the naturalworld around them,making observationsand drawing picturesof animals and plants,drawing on theirexperiences and whathas been read in class.Draw informationfrom a simple map.Recognise somesimilarities anddifferences betweenlife in this countryand life in othercountries.

Autumn 1Autumn 2Spring 1The mes2021-2022All About MeBaseline ( 2 weeks)Health & Happiness( PSED, Com & Lang,Jolly PostmanHow do we celebrate?( Eng, KUW., PSED)Once upon a timeTraditional TalesWhere could yourbook take you?(English & History )Focus TextsPhonics RWI Set 1 revisionStarting School ( Janet& Allan Alberg)Super Duper YouHere We AreThe Barefoot Book ofChildrenPhonics RWI Set 1revisionThe Jolly PostmanThe Jolly ChristmasPostmanLetter WritingLabellingChristmas StoryExpressive ArtsReception:Sing a range of songs,rhymes, poems andstories with others, andwhen appropriate tryto move in time withmusic.Explore, use and refinea variety of artisticeffects to express theirideas and feelings.Return to and build ontheir previous learning,refining ideas anddeveloping their abilityto represent them.Create collaborativelysharing ideas,resources and skills.Reception:Explore and engage inmusic making anddance, performing soloor in groups.Perform songs, rhymes,poems and stories withothers, and moving tomusic.Explore differentmaterials freely, inorder to develop theirideas about how to usethem and what tomake.Create closed shapeswith continuous lines,and begin to use theseshapes to representobjects.Phonics RWI Set 2InvitationsLittle Red RidingHoodEach peach, pearplumCinderellaTitchMagic potionsNon-fiction writingReception:Develop story lines intheir pretend play.Make use of propsand materials whenrole playingcharacters innarrative and stories.Use drawing torepresent ideas likemovement or loudnoises, happiness,sadness, fear, etc.Explore colour andcolour mixing.Creating withmaterialsBeingimaginative andexpressiveSpring 2Summer 1Where the wild thingsare?Life cycleBakingSustainable food( KUW & DT)Phonics RWI Set 2Writing-descriptionKetchup On YourCornflakesWhere the Wild ThingsAreThe GruffaloFunny BonesWhat is the greatestinvention? (Science &Maths) VehiclesMaterials &ProductsDown the Bottom ofthe Garden ( Arts)ELGS:Share creations,explaining the processthey have used.Explore, use and refinea variety of artisticeffects to express ideasand feelings.Create collaboratively,sharing ideas, resourcesand skills.Explore differentmaterials freely, inorder to develop theirideas about how to usethem and what tomake.Share creations,explaining the processthey have used.ELGS:Safely use andexplore a variety ofmaterials, tools andtechniques,experimenting withcolour, design,texture, form andfunctions.Share creations,explaining the processthey have used.Develop their ownideas ad then decidewhich materials touse to express them.Make imaginative andcomplex ‘smallworlds’ with blocksand construction kits,Phonics RWI Set 3Writing-recordingInvestigativeIggy Peck ArchitectJack and theBeanstalkThe Three Little PigsIt’s our HouseSummer 2Journeys andAdventureCulture & CommunityZero Carbon Energy( Geog., DT & Science)Transition to Yr 1Phonics RWI Set 3Listening to readersNarrative writingSharing a Shell ( JuliaDonaldson)The Night PiratesMalawi DayAutumn Nature Trail-ELGSDevelop story lines intheir pretend play.Invent, adapt andrecount narratives andstories with peers andtheir teacher.Return to and build ontheir previouslearning, refiningideas and developingtheir ability torepresent them.Create closed shapeswith continuous lines,and begin to use theseshapes to representobjects.

RWI PROGESSION IN RECEPTION – IT IS MOST IMPORTANT TO FOLLOW THROUGH THIS SEQUENCE OF PROGRESSIONTHROUGH THE YEARStep 1:Set 1 Sounds are taught in the following order together with rhymes to help children form the letters correctly and instantlyrecognise sounds ready for blending.Set 1SoundRhymeDown Maisie then over the two mountains. Maisie, mountain,mmountain.aRound the apple, down the leaf.sSlide around the snakedRound the dinosaur's back, up his neck and down to his feet.tDown the tower, across the tower,iDown the insects body, dot for the head.nDown Nobby and over the net.pDown the plait, up and over the pirates face.gRound the girls face, down her hair and give her a curloAll around the orangecCurl around the caterpillarkDown the kangaroos body, tail and legDown and under the umbrella, up to the top and down to theupuddlebDown the laces, over the toe and touch the heelfDown the stem and draw the leaveseSlice into the egg, go over the top, then under the egglDown the long leghDown the horse's head to the hooves and over his back

Autumn Term 2Set 1SoundRhymeDown Maisie then over the two mountains. Maisie, mountain,mmountain.aRound the apple, down the leaf.sSlide around the snakedRound the dinosaur's back, up his neck and down to his feet.tDown the tower, across the tower,iDown the insects body, dot for the head.nDown Nobby and over the net.pDown the plait, up and over the pirates face.gRound the girls face, down her hair and give her a curloAll around the orangecCurl around the caterpillarkDown the kangaroos body, tail and legDown and under the umbrella, up to the top and down to theupuddlebDown the laces, over the toe and touch the heelfDown the stem and draw the leaveseSlice into the egg, go over the top, then under the egglDown the long leghDown the horse's head to the hooves and over his backSlither down the snake, then down the horse's head to theshhooves and over his backrDown the robot's back, then up and curljDown his body, curl and dotvDown a wing, up a wingyDown a horn, up a horn and under the yak's head.wDown, up, down, up the worm.

thzchquxngnkDown the tower, across the tower, then down the horse’s headto the hooves and over his backZig-zag-zig, down the zip.Curl around the caterpillar, , then down the horse's head tothe hooves and over his backRound the queen’s head, up to her crown, down her hair and curlCross down the arm and leg and cross the other wayA thing on a stringI think I stinkSpring Term 1Set 1SoundRhymeDown Maisie then over the two mountains. Maisie, mountain,mmountain.aRound the apple, down the leaf.sSlide around the snakedRound the dinosaur's back, up his neck and down to his feet.tDown the tower, across the tower,iDown the insects body, dot for the head.nDown Nobby and over the net.pDown the plait, up and over the pirates face.gRound the girls face, down her hair and give her a curloAll around the orangecCurl around the caterpillarkDown the kangaroos body, tail and legDown and under the umbrella, up to the top and down to theupuddlebDown the laces, over the toe and touch the heelfDown the stem and draw the leaves

elhshrjvywthzchquxngnkSlice into the egg, go over the top, then under the eggDown the long legDown the horse's head to the hooves and over his backSlither down the snake, then down the horse's head to thehooves and over his backDown the robot's back, then up and curlDown his body, curl and dotDown a wing, up a wingDown a horn, up a horn and under the yak's head.Down, up, down, up the worm.Down the tower, across the tower, then down the horse’s headto the hooves and over his backZig-zag-zig, down the zip.Curl around the caterpillar, , then down the horse's head tothe hooves and over his backRound the queen’s head, up to her crown, down her hair and curlCross down the arm and leg and cross the other wayA thing on a stringI think I stinkSpring Term 2 ( revising all SET 1 sounds )Step 2:The children are then taught Set 2 Sounds - the long vowels. When they are very confident with all of set 1 and 2 they aretaught Set 3 Sounds.Slither down the snake, then down the horse's head to theshhooves and over his backrDown the robot's back, then up and curljDown his body, curl and dotvDown a wing, up a wingyDown a horn, up a horn and under the yak's head.wDown, up, down, up the worm.

thzchquxngnkLong vowelsoundayeeighowooooarorairirouoyireearureDown the tower, across the tower, then down the horse’s headto the hooves and over his backZig-zag-zig, down the zip.Curl around the caterpillar, , then down the horse's head tothe hooves and over his backRound the queen’s head, up to her crown, down her hair and curlCross down the arm and leg and cross the other wayA thing on a stringI think I stinkSet 2 Speed Sound cardsTeach these firstay: may I playee: what can you seeigh: fly highow: blow the snowoo: poo at the zoooo: look at a bookar: start the caror: shut the doorair: that’s not fairir: whirl and twirlou: shout it outoy: toy for a boySet 3 Speed Sound cardsa-e: make a cakeea: cup of teai-e: nice smileo-e: phone homeu-e: huge bruteai: snail in the raine: he me we she beao: goat in a boatew: chew the stewaw: yawn at dawnare: share and careur: nurse for a purse er: a better letterow: brown cowoi: spoil the boyire: fire fire!ear: hear with yourearure: sure it’s pure?

RWI – Begin Set 3 Resources for Summer terms 1 and 2 BUT continue embedding Sets 1 and 2Updated Information for Orange, Yellow, Blue BooksOrangeRWI Orange Wk17RWI Orange Wk16RWI Orange Wk15RWI Orange Wk14RWI Orange Wk13RWI Ornage Wk12RWI Orange Wk11RWI Orange Wk9RWI Orange Wk8RWI Orange Wk7RWI Orange Wk6RWI Orange Wk5RWI Ornage Wk4RWI Orange Wk3YellowRWI Yello Wk17RWI Yellow Wk16RWI Yellow Wk15RWI Yellow Wk14RWI Yellow Wk13RWI Yellow Wk12RWI Yellow Wk11

RWI Yellow Wk9RWI Yellow Wk8RWI Yellow Wk7RWI Yellow Wk6RWI Yellow Wk5RWI Yellow Wk4RWI Yellow Wk3BlueRWI Blue Wk17RWI Blue Wk16RWI Blue Wk15RWI Blue Wk14RWI Blue Wk13RWI Blue Wk12RWI Blue Wk11RWI Blue Wk9RWI Blue Wk8RWI Blue Wk7RWI Blue Wk6RWI Blue Wk5RWI Blue Wk4RWI Blue Wk3Pupils may exceed the reading books in each year as indicated. It would then be necessary for classteacher to continue to provide theappropriate reading books to challenge and accelerate reading progress. All books provided to develop reading skills must be decodable. Toencourage interest and inspire reading for pleasure, pupils may be provided with an additional ‘reading for pleasure’ text of their choice.

Hampden Gurney School - ReadWriteInc Phonics Skills ProgressionStrandReadingWordReadingSkills by the end of EYFS ReadingComprehension RWI Skills by the end of Yr 1Set 1 teaches the most common soundletter correspondences: m a s d t/ I n p g o/c k u b/ f e l h sh r/ j v y w/ th z chq u x ngnkSet 2 teaches alternative vowel sounds\; ayee igh ow o oar or air ir ou oyChildren read and understand simplesentencesThey decode regular words and read themaloud accuratelyThey read them some comkon irregularwordsChildren learn some common exceptionwords as Red wordsChildren would have mastered Sets 1 and2 with competency can be introduced toSet 3 sounds with caution, assessingunderstanding and acquisition at all times. Children read and understand simplesentences.They demonstrate some understandingwhen talking with others about what theyhave read.They listen to stories, anticipating keyevents and respond to what they hear withrelevant comments, questions or actions.They ask ‘how’ and ‘why’ questions abouttheir experiences and in response to storiesand events.To be able to read green or purple booksby the end of EYFS, Skills by the end of Yr 2Revise all sounds in Sets 1 and 2.Set 2 teaches alternative vowelsounds\; ay ee igh ow o oar or air itou oy.Set 3 is made up of alternativespellings of Set 2 sounds: a-e i-e oe u-e aw are ur er ow ai oa ew ireear ure,Children’s ability to decodeunfamiliar words can be assessedusing the Nonsense Word Cards.The majority of the Yr 1 commonexception words are practised asRed Words.Children read multi-syllabic wordsfrom Green Level onwards.Children read each book threetimes, focusing on decoding, thenspeed, then fluency.Discuss word meanings.Recognise and join in withpredictable phrases.Discuss the title and key events.Participate in discussion about whatis read to them, taking turns andlistening to what others say.Explain clearly their understandingof what is read to them. To be able to read blue or greybooks by the end of Yr 1. As they move up the levels, moreunusual correspondences that they needto learn are pointed out to them asalternatives on the Complex SpeedSound Chart.Children continue to decode moreunfamiliar words and multi-syllabicwords.The majority of the Yr 2 commonexception words are practised as RedWords.Draw on what they already know or onbackground information and vocabularyprovided by the teacher.Check the text makes snese as they readand correct inaccurate reading.Make inferences based on what is beingsaid and done.Predict what might happen based onwhat has been said so far.Explain clearly their understanding oftexts they have read.To be able to access the Literacy andLanguage comprehension modulesaccurately and confi

The Barefoot Book of Children Phonics RWI Set 1- revision The Jolly Postman The Jolly Christmas Postman Letter Writing Labelling Phonics RWI Set 2 Little Red Riding Hood Each peach, pear plum Cinderella Titch Magic potions Phonics RWI Set 2 Writing-description Ketchup On Your Cornflakes Where the Wild Things Are The Gruffalo Funny Bones

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wind.) Hanging high on the southeast face of Gurney, we looked out over the vast expanses of glaciers and minor peaks to the east. One of the benefits of being on the wall, aside from the fact that it was warmer than on the glacier, was the reception of the Anchorage rock station.

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Know the value of digit and explore place value through partitioning. Solve addition and subtraction two-step problems in contexts. Count in multiples of 6, 7, 9, 25 and 1000. Count backwards through zero to include negative numbers and solve number and practical problems that involve all of the above and with increasingly large positive numbers

text: Richard Baxter (1615-1691); rev. John Hampden Gurney (1802-1862); melody and bass John Darwall (1731-1789); harm. William Henry Monk (1823-1889), alt. 2 Gloria in excelsis Sung in Latin. Antonio Lotti (See BCP p. 365 for text) Mass for three voices

Statutory Information - GHS website Medical Treatments and First Aid Policy (including EYFS) 1 Scope This policy is applicable to all those involved in the provision of first aid related to school activities . The school provides a Medical and Welfare Manager who is available on the premises to provide medical support between 8.30am and 4 .

Department for Education . Supporting the Return to EYFS . Early Years and Whitefield Nursery and Infant School, Nelson, Lancashire Music Children will need an initial focus on phase 1 phonics at the start of Reception, due to missing much of their time in Nursery. Music areas will help integrate this into outdoor provision.

Residual Analysis and Outliers Lecture 48 Sections 13.4 - 13.5 Robb T. Koether Hampden-Sydney College Wed, Apr 11, 2012 Robb T. Koether (Hampden-Sydney College) Residual Analysis and Outliers Wed, Apr 11, 2012 1 / 31

LAW OFFICE OF JOHN L. ROBERTS (413) 567-5600 PAGE 1 of 6 1200 Converse Street Longmeadow Massachusetts 01106 MassHealthHELP.com MassHealth Home Care Programs in Hampden County Pr

The Traveling Salesman Problem – Brute Force Method Lecture 30 Sections 6.1, 6.3 Robb T. Koether Hampden-Sydney College Fri, Nov 3, 2017 Robb T. Koether (Hampden-Sydney College)The Traveling Sal

Department of Chemistry, Hampden-Sydney College, Hampden-Sydney, VA 23943 With LabVIEW, it was possible to create a program that could operate a Princeton Applied Research Model 273 p

The Lone-Chooser Method Lecture 16 Section 3.4 Robb T. Koether Hampden-Sydney College Wed, Oct 3, 2018 Robb T. Koether (Hampden-Sydney College) The Lone-Chooser Method Wed, Oct 3, 2018 1

Geometric Transformations Lecture 6 Sections 3.3, 3.7, 3.8 Robb T. Koether Hampden-Sydney College Mon, Sep 5, 2011 Robb T. Koether (Hampden-Sydney College) G

ASME A17.1 / CSA B44 (2013 edition) Safety Code for Elevators and Escalators ASME A18.1 (2011 edition) Safety Standard for Platform Lifts and Stairway Chairlifts . 3 Other codes important to conveyances adopted through state codes or as secondary references include the following: ASME A17.6 (2010 edition) Standard for Elevator Suspension, Compensation and Governor Systems ASME A17.7 / CSA B44 .