We have finally reached the end of this term. We have looked at how frogs, butterflies and plants grow and we have looked at how you have grown too! It has been a pleasure to have watched how you have all grown from when you joined the Nursery in September.
This week we will be looking at starting school. If you are coming back to Reception at Anson we look forward to seeing you all in the near future, however, if you are moving to a new school we would like to wish you all the best for the future and hope to see you again very soon.
Here are some stories all about starting school
Things to talk about:
Starting school is an exciting time for young children. It can be a daunting time, too. But with a little preparation and encouragement, most children will settle in easily at school.
- Talk with your child about starting school. What do they think it will be like? What are they most looking forward to? Is there anything they’re unsure or worried about?
- Look at the school’s brochure, prospectus or website together and talk about the pictures.
- Find photos of you and other family members at school and talk about happy memories from your own school days.
- Read books together about starting school.
- If your child seems anxious about school, try focusing on the things they’ll like best – maybe the sandpit, playhouse or new friends. Perhaps they have some friends from nursery who will be starting reception at the same time
- Practise the school morning routine, including getting dressed and eating breakfast in time to leave.
- Practise the school run so that you’re both prepared for the school morning journey.
This week we will be continuing to introduce the children to early phonics - letter sounds.
In Nursery we use the Jolly Phonics rhymes and actions to help the children to remember each sound. We will introduce two sounds each week.
This week the sounds are 'b' and 'f'
Continue practising this phonics song
Watch these Jolly phonics videos regularly and practise the songs and actions.
Practise these maths activities
- Counting up to 20 everyday objects
- Saying and using the number names in order
- Try finding one more or one less than a number up to 20- you could use number cards to help
- Start to use the language of addition and subtraction; counting on and back
- Sorting and matching objects and shapes
- Finding and recreating simple patterns
- Beginning to do some simple measuring, comparing lengths and quantities- you could use sticks, bricks, lengths of string etc
- Talking about things like size, weight, distance, time and money to develop correct vocabulary
- Give your child three different object of very different weights e.g. a bag of cotton wool, a pack of crayons and a bag of sugar. Let your child pick them up and feel the weight of them in their hands. For each one ask – is it heavy or light? Show with you hands what each word means – hold your hands down low for heavy and up high for light.
- Fill small plastic pots with, for example, sand, cotton wool and beans and seal them. Challenge your child to hold pairs of the pots and guess which is the heavier and which the lighter. You could make some balance scales using a hanger and two small tubs/buckets and use them to compare two objects – what happens to the heavier side?
- Give your child an object to hold e.g. a block or a small bottle. Roll a dice. If you roll a 1, 2 or 3, you have to find something that is lighter than your object. If you roll a 4,5 or 6, find something heavier. Use your hands like balances to check each time.
- Put a selection of different sized plastic pots and containers in the paddling pool, bath or washing up bowl for your child to play with and explore. As your child plays, use the words full, empty, more, less to talk about how much liquid each container holds. Which one holds the most? Which one has got more? Can you fill it to the top? Which one is more full?
- Practise counting your footsteps. How many footsteps does it take you to… climb your stairs? …walk down your garden path? …walk from the top of your bed to the end? …walk across the kitchen? Which one has the most footsteps? What happens if you take giant footsteps, or teeny tiny ones?
There is lots of repeated language in the story, with sentences that start with ‘I can…’
Take a picture of your child doing something they are proud of.
Write a caption underneath it together, sounding out I can as you write – e.g. I can ride my bike.
Have a go at learning the ‘Go-Go Mango’ dance here!