The document summarizes a reading curriculum evening for parents at Mid Calder Nursery Class. It outlines the nursery's reading curriculum which follows the Early Level Curriculum for Excellence and focuses on developing children's love of reading through planned and spontaneous activities. Examples provided include using sound pebbles, identifying letters in names, daily story time with book choices, rhyming activities, and asking questions to help understand stories. Suggestions are also given for how parents can support reading at home through games, materials, and finding helpful hints on the school blog.
Geared towards enlightening and widening the knowledge of parents as to what literacy is and how they can help to develop the skills of their children.
Geared towards enlightening and widening the knowledge of parents as to what literacy is and how they can help to develop the skills of their children.
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3. Nursery Reading Curriculum
Curriculum for Excellence – What
does it look like in our nursery?
• We are guided by the Early Level Curriculum
for Excellence experiences and outcomes.
• We embed these outcomes in to our planned
and spontaneous activities.
• The most important thing for us as nursery
team is that the children in our setting develop
a love of reading and show an interest in
reading a variety of texts.
‘Playing to Learn, Learning to Play’
4. Reading - Enjoyment and
Choice
I enjoy exploring and playing with the patterns and sounds of language
and can use what I learn. LIT 0-01a
• Sound Pebbles – initial sounds and beginning
to build words
• Identifying the letters and initial sounds
in their own names – signing in
• Can they recognise these sounds and letters
in the environment?
• Group time – more focussed learning for all.
Does this impact their learning in
free play?
5. Reading – Enjoyment and Choice
I enjoy exploring and choosing stories and other texts to watch, read or
listen to, and can share my likes and dislikes. LIT 0-01b
• Books in every area – fact and
fiction/magazine and newspapers in the
home corner
• Wee story room – quiet, comfortable
place to read or be read to, different story
sack focus each week
• Daily story time in groups – one child
chooses the book and explains why they
have chosen this for their friends
• Discuss whether the children liked or
didn’t like it at the end of story time
• Ipad – story apps for children to listen to
independently
• Nursery Rhyme Week
8. Reading – Tools for Reading
I explore sounds, letters and words, discovering how they work
together, and I can use what I learn to help me as I read and write.
LIT 0-13a
• Writing Table - Common word pebbles/
letters and sounds on logs/ Common word
tree
• Seeing their name everywhere – with
symbols and without
• Rhyming sounds – stories, objects and then
words
9. Reading – Finding and Using
Information
I use signs, books or other texts to find useful or interesting
information and I use this to plan, make choices or learn new things.
LIT 0-14a
• Signs around nursery – how many at areas,
labels, instructions
• Snack – menu, how many of each item, day,
month, weather, season
• Topic words – building sight labels, parts of a
plant
• Environmental language – words that they
can recognise (Asda, Pringles, Paw Patrol)
• Topical information books
• Digital technologies - Using Google to
research with support, input Learning Journal
with child
10. Reading – Understanding,
analysing and Evaluating
To help me understand stories and other texts, I ask questions and
link what I am learning with what I already know. LIT 0-07a
• Adults model questioning during reading
times, but focus also on the children asking
questions.
• Gruffalo Focus: - what might you want to ask
the little mouse after his adventure in the
woods?
“Were you scared?”
“Why did you not run away?”
“Will you go back to the woods?”
11. Reading – Understanding, analysing and
Evaluating
I enjoy exploring events and characters in stories and other texts,
sharing my thoughts in different ways. LIT 0-19a
• Careful questioning during story time about
what the characters are like and how
characters feel
• Using characters and puppets to bring
stories alive – Granny Belly told lots of
stories in our wee room and the children
enjoyed continuing these and creating their
own adventures
• Prediction – stop a story half way and ask
the children what they might happen. Talk
about this or illustrate
12. Reading – Understanding, analysing and
Evaluating
Prediction
Granny
Belly
Taking the
children on
another
creative
adventure
13. During story time, we always discuss the
following:-
• Title, author, illustrator
• The front and back of the book
• Where to start to read and the direction you
follow when reading
• Discuss the pictures and story, listen to your
child’s ideas about the story and why they
liked it
• The position of the spine and what its role is
14. How to help at home -
LiteracyGames to play
•Eye Spy
•Rhyming songs and stories
•Looking at sounds at the beginning of words
•Magnetic letters and boards
•Use lots of different materials to write with
Reasons for reading and writing
•Shopping lists
•Notes
•Cards
15. Where to find our helpful
hints:
Our staff have created some videos providing
some helpful hints and tips to use when
supporting your child in the reading process.
You will find these on the school blog, under:
-
• Information for Parents
• Supporting Reading
