Literacy

"It is crucial for children to develop a life-long love of reading. Reading consists of two dimensions: language comprehension and word reading. Language comprehension (necessary for both reading and writing) starts from birth. It only develops when adults talk with children about the world around them and the books (stories and non-fiction) they read with them, and enjoy rhymes, poems and songs together. Skilled word reading, taught later, involves both the speedy working out of the pronunciation of unfamiliar printed words (decoding) and the speedy recognition of familiar printed words. Writing involves transcription (spelling and handwriting) and composition (articulating ideas and structuring them in speech, before writing)."

The Early Years Statutory Framework

https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/974907/EYFS_framework_-_March_2021.pdf

Reading 

At Wildground, how do we ensure our children gain a love of reading alongside the skills for reading. 

Love of reading:

At Wildground Nursery we have core texts that underpin our language development and literacy skills. The core text is read to the children every single day by a skilled and enthusiastic adult and is rotated every three weeks. The core texts are a mix of traditional tales, classic picture book and modern picture books. These stories inform our planning and enhancements, this allows the children to explore the structure and the language of the  stories as well as engage them in all areas of the curriculum. Chat, Play, Read is a home reading approach which is used to engage parents in their child’s reading journey. https://wordsforlife.org.uk/activities/chat-play-read-interactive-activity-booklets/. 

In addition Tapestry is used to share with families, films of staff reading stories, key story vocabulary , activities to do at home related to the core texts, nursery rhymes and lots more. Quality books are available within all areas of our environment and Non-fiction books and texts are highly valued as part of our reading environment. Attractive story props and sacks entice children to explore new titles. High quality book corners are accessible, owned and loved by children Daily singing is planned and used spontaneously alongside play.

Skill in reading

• Lots of opportunities for developing sound awareness are planned for as well as occurring spontaneously alongside play eg. Going on listening walks, When sharing nursery rhymes staff focus on listening to words that rhyme, playing with musical instruments etc.
• Daily phonics teaching takes place and is informed by Phase 1 Letters and sounds
• Cued Articulation is used by all staff alongside play and within small group learning  to focus on discerning individual sounds eg. When singing the Hello song staff sign the first sound of each child’s name;
• Key vocabulary is identified for the core text and focused on in play. To support children’s acquisition of the words, staff use Makaton alongside the words as well as encouraging children to clap out the number of syllables.
• Children have a name card with their photo and name on which they regularly have to find for different activities
• Children’s listening and attention skills are developed through regular short focused small group learning eg. Circle Time , snack time, story time etc.
• Skilled Early Years practitioners employ various teaching strategies to support the development of children’s listening and awareness of sounds within play

Phase 1 Phonics. 

All children take part in small group times, that allow for the direct teaching of the Phase 1. This allows children to develop those key and important listening and attention skills that important in all aspects of our lives. See below for a more detailed description.