I have decided to revise the Homework Policy this year to support the children’s overall wellbeing. Traditionally the children in Reception Class received weekly homework in addition to revision of their Sound Books, Word Boxes and reading their home reading book. Whilst some children may receive weekly homework to support learning, most of the class will just receive the latter three activities. This will be issued at different dates according to your child’s needs (more information to below).
In previous years, most of the issued homework had a mathematics theme. This term, I will issue some ideas to development mathematics at home. Just to ensure we balance our literacy learning with the equally important mathematics learning!
Word Boxes and reading books
For those children who are ready, home reading books and Word Boxes will be introduced later in the first term.
We will begin teaching phonics later in October. Along with assessments on number, shape and letters, I will assess your child’s blending and segmenting skills, and letter sound recognition (more detail to follow at the Parents’ Information Evening). Once your child is confident with these skills, they will be issued a home-school picture book and a Word Box. The children will progress at different speeds, therefore, it is not unusual for this stage to occur at anytime between this term and the Spring term.
I will issue more information at a later date.
How you can support your child with phonics at home
In the first term, we will be using games from the Phase 1 Letters and Sounds Teaching Programme in the classroom, which can be found on the Letters and Sounds website.
You might like to support your child’s learning by playing some listening and speaking games at home. Here are some ideas from the programme:
• Tap a rhythm and ask your child to copy it. Try with different volumes of sound.
• Sing nursery rhymes. Can they spot the rhyming words?
• Play the “I spy with my little eye…” game
• Go on listening walks or take opportunities to listen in different environments – what sounds can they hear?
• Accompany stories with sounds, for example, “Tom went down the slide – wheeeee!”