Literacy

Statutory Framework for the Early Years Foundation Stage – definition:

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).

Core Books

At Hindley Nursery School we have selected our ‘core books’ which we want our children to know well by the time they leave nursery. These books are the type of books that can be re-visited again and again, on different levels to support language development. The idea is that children will develop language and increase vocabulary in addition to gaining a love of books and will become very familiar with these known texts to that they can remember and re-tell them. We have chosen fun, repetitive books , which are easy for the children to join in with, so that the experience of reading becomes interactive and the children begin to learn the story as they are read to. In each book there is lots to discuss so that the children understand the vocabulary as well as what is happening. We often use our core stories as a stimulus for our planning and activities – this really embeds new vocabulary and the ‘language of story’ for our children.

Our Core books are:

Image result for dear zoo Image result for Where's spot Image result for 3 little pigs board book Gruffalo Image result for the very hungry caterpillar Image result for jasper's beanstalk See the source image Image result for owl babies board book Whatever Next!: Murphy, Jill