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Assessment in Foundation 2016

Assessing children's learning journey through observation. 7 areas of learning, 4 specific areas, and characteristics of learning. Plan activities, involve parents, and focus on phonics, reading, and writing.

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Assessment in Foundation 2016

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  1. Assessment in Foundation2016

  2. Baseline Assessment Since starting school, the staff in foundation have been busy observing the children in their play. We learn so much about them by watching! Creates a unique learning journey.

  3. What are we looking for? 7 areas of learning -3 prime areas • Personal, Social and Emotional • Physical • Communication and Language -4 specific areas • Literacy • Mathematics • Understanding the World • Art and Design • Characteristics of Learning • -Playing and exploring • Finding out • Having a go • -Critical thinking and creativity • Concentration • Perseverance • -Active learning • Own ideas • Making links

  4. What do we do with this information? • Build a picture of each child-learning journey. • Match observations to assessment statements. • Baseline data for each child-track progress across year and school. • Plan appropriate activities.

  5. Parent voice and involvement in your child’s learning journey • You know your child best! • Help us assess your child’s learning • Note down any achievements on wow moment slips e.g. persevered putting socks and shoes on, remembered number 6, sounded out ‘cat’ in reading book. • Parents and staff work together.

  6. Phonic, Reading and Writing Workshop 2016 Learning to read and write

  7. End of Year Goal in Reading • Children read and understand simple sentences. They use phonic knowledge to decode regular words and read them aloud accurately. They also read some common irregular words. They demonstrate understanding when talking with others about what they have read.

  8. Phonics • Daily discrete phonics session- 15 minutes • Fast pace • Play a range of games • Introduce key words- decodable and tricky. • Develop blending and segmenting skills. • Apply knowledge to read and spell words and captions. • Read and write captions and sentences.

  9. What does a daily phonics lesson look like? • Revise and review • Learn something new • Practice it • Apply it

  10. How to help your child • Read everyday • Practise key words regularly • Letter sounds not names • Cued Articulation-1 pure sound • Build up words-blending • Separating words-segmenting • Play different games • www.phonicsplay.co.uk

  11. Reading at School • Whole class guided read on IWB • Model where to begin reading • One to one correspondence • Discuss new features e.g. Bold print, exclamation marks, speech bubbles • Lots of questions about pictures • Order story events • Make predictions

  12. READING ZOO Reading zoo

  13. Guided Reading Groups • Small groups 3-4 children • Books will match the child’s reading ability • Detailed discussion of book • One to one support • Reading comprehension • Progress • Example...

  14. Reading in the Classroom

  15. Home Reading • Reading books will not be sent home until your child knows 12 sounds. • Changing books- Tuesday and Friday (Reading Diary) • Talk about pictures, characters, make predictions, ask questions. • Find key words and sounds. • It is ok to use the pictures to help. • Read book at home when child is not too tired. • Make it fun and give lots of praise. • Love of books- try and read a bedtime story every night. 5-10 minutes every day is better than an hour at the weekend

  16. Home Reading • You will keep the same book for 3 nights. • Please look at/read the book as often as you can! You might: • Look at the book together discussing the pictures and making predictions. • Read the book to your child-asking them questions. • Child reads the book to you-encourage them to look for sounds, blend and segment words themselves. • Read the book again (one page each) and draw a picture about the story/draw their favourite character.

  17. The Million Minute Reading Challenge! • Whole school aim this year is to read for a collective one million minutes. • The class which has read the most over the year will win a special prize. • Encourages children to read at home. • Celebrates home reading. • Please record how many minutes your child has read for each day in your child’s home reading diary. • Minutes will be tallied and displayed on the ‘readometer’ at the end of each week.

  18. Key Words • 5 key words sent home every Friday in your child’s book bag. • Please look at them each day alongside your child’s reading book. • Make it fun! Pairs, snap etc. • We will assess your child on their key word reading at the end of each half term. • Your child needs to read each word on sight.

  19. End of Year Goal in Writing Children use their phonic knowledge to write words in ways which match their spoken sounds. They also write some irregular common words. They write simple sentences which can be read by themselves and others. Some words are spelt correctly and others are phonetically plausible.

  20. Writing-Main skills and attitudes • Seeing themselves as writers • Understanding how to write • Physical development opportunities • Hand–eye co-ordination activities • Letter formation

  21. Activities which help develop writing- Gross Motor

  22. Large gross motor movements outside

  23. Painting with brushes

  24. Whisking up the soap flakes is great fun!

  25. Manipulating playdough helps strengthen muscles.

  26. Dough Disco!

  27. Brushes in the salt to make patterns.

  28. Activities which help develop writing- Fine Motor

  29. Painting with cotton buds takes more control.

  30. Using crayons, felt tips, pencils to draw and colour

  31. Picking up small items using fingers, scoops and tweezers.

  32. Using scissors to cut out helps motor control

  33. Adult focused writing sessions • Twice a week • Fun and purposeful e.g. Jungle explorer maps to take with us into role play • Linked to story each week • Lots of discussion to engage and motivate • Sound mats • Praise!!

  34. Be aware! Please encourage your child to write independently using their sound mat. Copy writing-Your child is not listening for sounds in words -not thinking about letter formation and shape -not be able to make sense of what they have written (writing for meaning) -The only words your child should be copying are tricky words e.g. the, was, you (words that cannot be sounded out) The ultimate goal is for your child to become an independent, confident and conscientious writer!

  35. Progression in early writing skills

  36. Homework • Half termly homework project and tasks. • Homework book to practise tasks in. • Children need a lot of repetition until newly learnt skills are embedded.

  37. Dates for your diary • Monday 19th September-Breakfast morning • Tuesday 27th September-Lions maths workshop 3.00pm-3.45pm • Wednesday 28th September-Tigers maths workshop 3.00pm-3.45pm • Wednesday 12th October-Lions family creative session 9am-10am • Thursday 13th October-Tigers family creative session 9am-10am

  38. Thank you for listening • Time to chat to staff • Ask questions

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