{"id":372,"date":"2016-04-17T13:39:39","date_gmt":"2016-04-17T12:39:39","guid":{"rendered":"http:\/\/reception15.minchacademy.net\/?p=372"},"modified":"2022-01-20T09:14:13","modified_gmt":"2022-01-20T09:14:13","slug":"term-5","status":"publish","type":"post","link":"https:\/\/www.minchacademy.net\/reception\/2016\/04\/17\/term-5\/","title":{"rendered":"Writing"},"content":{"rendered":"

The summer term is upon us and we are in full swing.
\nWe have learnt so much already and we still have two terms to go.<\/p>\n

This term, in class, we are concentrating on writing.<\/p>\n

Writing is used to communicate information and ideas. Through writing we explore ideas, record things we have done or need to do and share our thoughts, desires and feelings. It is particularly important that children in the early years gain control of spelling and handwriting and they need much support and encouragement as they attempt to write at this time.<\/span><\/p>\n

\u00a0<\/span>By the end of Reception, to reach the expected level of development, children should –
\n“use their phonic knowledge to write words in ways which match their spoken sounds. They also write some irregular\u00a0common words. They write simple sentences which can be read by\u00a0themselves and others. Some words are spelt correctly and\u00a0others are phonetically plausible.” ELG 10<\/p>\n

Here are\u00a0some examples of\u00a0how this may look;<\/p>\n

\u00a0 \u00a0 \u00a0 \u00a0 \u00a0<\/a>\"writing<\/a>\"writing<\/a> \u00a0 \u00a0 \u00a0 \u00a0 \"writing<\/a><\/p>\n

 <\/p>\n

Some children will also exceed this and be able to – “spell phonically regular words of more than one syllable as well as many irregular but high frequency words. They use key features of narrative in their own writing.” ELG 10 exceeding statement.<\/p>\n

Lots of us are now forming letters correctly and many of us are starting to write words on our own and there is still\u00a0lots of things to learn and remember when writing.<\/p>\n

We teach the children to write independently ie sounding out and spelling words on their own, using their own knowledge of phonics and letter formation.<\/p>\n

\"cursive<\/a><\/p>\n

We use sound\u00a0mats to help with letter formation and to decide which sound\u00a0to use.<\/p>\n

\"T-L-015-Phase-2-Sound-Mat-C<\/a>\"T-L-016-Phase-3-Sound-Mat-C-page-001\"<\/a><\/p>\n

When children write in sentences we encourage them to think it, say it, write it, read it.<\/p>\n

\"image\"<\/a><\/p>\n

This\u00a0encourages children to spend time thinking about what to write, then\u00a0rehearsing the sentence out loud. Oral rehearsal will allow the child to check if their sentence makes sense, and if it sounds the way they want it to. It means that they can edit and improve the sentence before they even put pen to paper. Once they are happy that the sentence sounds right, they can write it. Finally, the child checks the sentence by reading it aloud.<\/p>\n

We also encourage children to use finger spaces between words, capital letters at the beginning of every sentence and full stop at the end of every sentence.<\/p>\n

\"T-M-315A-writing-prompt-posters-A4-Cursive-page-003\"<\/a>\"T-M-315A-writing-prompt-posters-A4-Cursive-page-004\"<\/a> \"T-M-315A-writing-prompt-posters-A4-Cursive-page-002\"<\/a><\/p>\n

In class this term we will be writing everywhere – inside \/ outside, about anything and everything and we would be grateful if you could keep the momentum going by encouraging writing at home too.<\/p>\n