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SLC - Ash

Welcome to Year SLC - Ash

 

 

Our teachers are Mrs Cranley and Mrs Cramp 

and our teaching assistants are Miss Stanyard and Miss Clayton.  

 

We sometimes work with Mrs Coulthard or Mrs Thornewill from Holly class. 
 

There are 6 full time children and 1 part time in our class at present -

4 girls and 3 boys!

Please visit our topic pages to see our learning week-by-week.

Class Codes

  • Keep your hands and feet to yourself.
  • Respect everyone and everything.
  • Be a good listener and try your best.
  • Be proud to be in the Victoria team.
  • Show good manners.
Our topic pages below feature week-by-week photo diaries of our learning. Please click through and take a look at what we do in class. This is a great opportunity to extend your child's learning by discussing it at home and, of course, a great speaking and listening activity!

Our book corner

Our book corner 1
Our book corner 2
Our book corner 3

Sensory Circuits - What do we do in our daily gross motor sessions?

Sensory Circuits - What do we do in our daily gross motor sessions? 1 We learn to climb
Sensory Circuits - What do we do in our daily gross motor sessions? 2 We learn to step
Sensory Circuits - What do we do in our daily gross motor sessions? 3 We learn to balance
Sensory Circuits - What do we do in our daily gross motor sessions? 4 We overcome our fears
Sensory Circuits - What do we do in our daily gross motor sessions? 5 We learn new skills

Cued Articulation

 

We use this to help children learn how to form  the correct mouth shapes to make sounds correctly. It was originally developed for use with deaf people who had undergone a cochlear implant, and were learning to speak. The actions relate to where and how each sound is made. For example, if a sound is voiced, it uses 2 fingers, whereas an unvoiced sound uses 2. Many sounds are paired because you use the same movement but the sound is voiced/unvoiced - e.g. t/d are made the same way, as are s/z, c/g, f/v. We have found that using these cues instead of actions from a scheme like Jolly Phonics helps us to make Phonics multi-sensory, and work on speech sounds at the same time. The action can help the child to remember the letter (or group of letters) and its associated sound.

Articulation of phonemes

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This short video shows the correct way to pronounce the 44 sounds of English as we teach it in phonics. When encouraged to say the sounds in this way, children generally find learning to read much easier, so we would encourage all our parents to take a look and try and say the sounds in this way when reading with their children at home.

Cued Articulation

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This video shows the actions we use with the first set of letters taught - s, a, t, p, i, n.

Cued Articulation 2 - m,d, g, o, c, k, ck

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The second set of letters we teach, along with the actions we use. You can see clearly that "c" and "g" use the same action, but with 2 fingers for "g" and one for "c" as "g" is voiced, whilst "c" is not. The sound is the same for all spellings of "c", so we use the same action.

Cued Articulation - e,u, r, h, b

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The third set of letters taught are e, u, r, h and b. We teach the letters in this order to maximise the number of real words that can be read at an early stage of learning, and also to separate the similar letters (like "d" and "b") that children so often confuse. From a speech perspective, this also separates most of the pairs of sounds that are made in the same way ("d" and "t", "f" and "v", "s" and "z", "p" and "b", "m" and "n" etc.,) that children may not be able to distinguish between when they are listening to other people speak.

Cued Articulation: f, ll, ff, ss

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Here we learn that double letters make the same sound as single letters when reading. Later on we'll learn that they "insulate" vowels from being changed into longer sounds when we're concentrating more on spelling. "f" and "v" are paired sounds, so "f" should be signed with a single finger (unvoiced) and "v" in the same way, but voiced.

Cued articulation: j, v, w, x, y

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We've moved on to Phase 3 now with the last of the single grapheme phonemes.

z, zz, qu, ch,sh

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We're now learning "digraphs", or sounds made with 2 letters. These are the first (consonant) digraphs in phase 3. Later we will move on to vowel digraphs such as ee and ai. These typically take longer for children - especially children with speech and language needs - to consolidate than single sounds, so that that they can recall them, recognise them within words when reading, and write them when spelling.

Working with your child at home

 

We will send home a reading book daily and spellings weekly, as appropriate. We read with the children 4 times a week 1:1 in class and would like you to do at least the same at home.    All children at Victoria Community School also have a homework book.  Homework will be given on a Tuesday and returned to school on a Monday.  Children will receive one numeracy and one literacy homework each week, appropriate to their level of development.  Children who cannot complete their homework at home can complete it instead of joining the play session on a Friday.

 

If homework is not completed and returned, children will be expected to miss some of their play session to complete it.

 

Please help your child by:  reading and understanding what their homework tasks are, reminding them to undertake these tasks, helping them where necessary, and providing a place to work (on a table if at all possible) and appropriate writing materials (at their stage of learning, a pencil is easier to control than a biro, and we discourage the use of felt tips in homework books). Many thanks.

Please visit our Topic pages (links at the pencils above) to find out what we've been learning about, places we've visited, and visitors we've had during each topic this year.

 

Our current topic is Homes.

Have you seen the Kids' Zone? Play games, and visit some cool websites. You can vote for your favourites! 

Our topics for 2015/2016 were (in chronological order):