{"id":792,"date":"2021-04-23T20:19:54","date_gmt":"2021-04-23T19:19:54","guid":{"rendered":"https:\/\/blogs.glowscotland.org.uk\/sh\/whalsayearlyyearsblog2020\/?p=792"},"modified":"2021-04-23T20:19:54","modified_gmt":"2021-04-23T19:19:54","slug":"some-ways-weve-been-reading-and-writing-in-nursery-this-week","status":"publish","type":"post","link":"https:\/\/blogs.glowscotland.org.uk\/sh\/whalsayearlyyearsblog2020\/2021\/04\/23\/some-ways-weve-been-reading-and-writing-in-nursery-this-week\/","title":{"rendered":"Some ways we’ve been reading and writing in nursery this week."},"content":{"rendered":"

In nursery we are given lots of opportunities to practise and apply our literacy skills through play. Literacy is about learning to read and write accurately, being able to listen carefully and talk clearly about ideas.<\/p>\n

Showing an interest in different kinds of books and choosing books to look at, and stories to listen to, helps us learn that books are enjoyable, that they provide us with information and that words and pictures mean something.<\/p>\n

Sophia and Thea shared a story together that they both liked, they spoke about what they could see in the pictures and told each other parts of the story.<\/p>\n

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Jackson, Sophia and William explored “Jack and the beanstalk” and “The three billy goats gruff” by ordering pictures and using wooden characters to re-tell parts of the plot.<\/p>\n

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Ross and Jackson compared their stories, checking with each other which part of the plot they were “reading”. Talking to each other, helping each other to tell parts of the story and discussing main characters are all very important skills needed for reading.<\/p>\n

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Learning that signs, books and texts provide us with information is important as it makes reading meaningful. Using stories and information from books helps us to plan, make choices and learn new things. Freddie, Max and Jackson chose a selection of Mr Men books this week. They compared characters and got ideas from the stories that they then used in their play. “Look at what Mr Greedy wis eating” said Freddie, “We could easy make yun in the peerie kitchen” said Jackson.<\/p>\n

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Before we can read it is important that we can hear patterns and sounds of language, such as initial sounds of words and endings of words, rhyme, and where words stop and start.<\/p>\n

Joanna clapped out syllables when she was being Freya’s teacher.<\/p>\n

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Joanna and Lottie had a great time singing different nursery rhymes while bouncing on the See-Saw.<\/p>\n

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And a trapped spider lead to a lot of singing about Incy Wincy! David built the spider a spout to climb up using blocks.<\/p>\n

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Exploring events and characters in stories and other texts and sharing our thoughts in different ways are skills that we need in order to become formal readers.<\/p>\n

Ertie used wooden characters to make up his own hybrid story about a goat that climbed Jack’s beanstalk.<\/p>\n

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Freya re-visited “Robot Rumpus” and then made a toast making robot who delivered delicious slices of toast with a selection of toppings.<\/p>\n

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Joanna, Maisie, Henry, Emmie and Freya built a house together and then created their own story plots around their building.<\/p>\n

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Through exploring sounds, letters and words in our environments, through play and through looking at books and listening to stories we also develop early writing skills.<\/p>\n

Freya and Maggie decided to “practise wir letters” when they were playing schools in the peerie house. Knowing that letters go together to make words and that writing means something, is important so that we can write meaningfully and in ways that are understood later on.<\/p>\n

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More examples of early writing below.<\/p>\n

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A large part of learning to write is about having lots of opportunities to play with different mark making implements and to enjoy exploring how to make marks in different ways.<\/p>\n

Maisie used pens and paper to “write the shopping list” for her friends.<\/p>\n

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William drew himself waiting for his turn on the See Saw using chalk. He said “This is me feeling a bit angry because I’m waiting”. Writing is a great way to help us share our feelings!<\/p>\n

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Ertie and Annie explored mixing green and white and blue and yellow to make different shades of green to create their robots using large paint strokes. Painting on large bits of paper, boxes and surfaces is an enjoyable way to make marks and also develops our writing muscles which helps us to be motivated writers in the future.<\/p>\n

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Small muscles and tendons in our hands and fingers also need to be strong before we can write. This week some children chose to make spider webs using painted string. Using tongs to pick up the string is a great way to strengthen our hands ready for writing.<\/p>\n

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Shared mark making gives children time to talk about their ideas and to share their thoughts and feelings. Ross, Bobby and Jackson discussed the different patterns they could see on the frogs and what those might mean. “The yellow stripes are fire”, “the gold bits ir magic dots”.<\/p>\n

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Lewis shared his knowledge about frogs as he painted, “Dis is his lang red tongue and he has hoppy legs”.<\/p>\n

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Making marks during imaginary play helps children to link the importance of writing with real life. In the “school” (peerie house) children took turns being the teacher, sharing writing time, comparing marks they had made and asking each other questions. Writing through play allows us to share information and ideas in ways we understand.<\/p>\n

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If you would like any more information about how to develop literacy skills through play and why play is important for this please get in touch.<\/p>\n","protected":false},"excerpt":{"rendered":"

In nursery we are given lots of opportunities to practise and apply our literacy skills through play. Literacy is about learning to read and write accurately, being able to listen carefully and talk clearly about ideas. Showing an interest in … Continue reading →<\/span><\/a><\/p>\n","protected":false},"author":4905,"featured_media":0,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[1],"tags":[],"class_list":["post-792","post","type-post","status-publish","format-standard","hentry","category-uncategorized"],"_links":{"self":[{"href":"https:\/\/blogs.glowscotland.org.uk\/sh\/whalsayearlyyearsblog2020\/wp-json\/wp\/v2\/posts\/792","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/blogs.glowscotland.org.uk\/sh\/whalsayearlyyearsblog2020\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/blogs.glowscotland.org.uk\/sh\/whalsayearlyyearsblog2020\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/blogs.glowscotland.org.uk\/sh\/whalsayearlyyearsblog2020\/wp-json\/wp\/v2\/users\/4905"}],"replies":[{"embeddable":true,"href":"https:\/\/blogs.glowscotland.org.uk\/sh\/whalsayearlyyearsblog2020\/wp-json\/wp\/v2\/comments?post=792"}],"version-history":[{"count":11,"href":"https:\/\/blogs.glowscotland.org.uk\/sh\/whalsayearlyyearsblog2020\/wp-json\/wp\/v2\/posts\/792\/revisions"}],"predecessor-version":[{"id":854,"href":"https:\/\/blogs.glowscotland.org.uk\/sh\/whalsayearlyyearsblog2020\/wp-json\/wp\/v2\/posts\/792\/revisions\/854"}],"wp:attachment":[{"href":"https:\/\/blogs.glowscotland.org.uk\/sh\/whalsayearlyyearsblog2020\/wp-json\/wp\/v2\/media?parent=792"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/blogs.glowscotland.org.uk\/sh\/whalsayearlyyearsblog2020\/wp-json\/wp\/v2\/categories?post=792"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/blogs.glowscotland.org.uk\/sh\/whalsayearlyyearsblog2020\/wp-json\/wp\/v2\/tags?post=792"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}