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what should i have in my writing area? am being observed by la advisor!!!!

Discussion in 'Early Years' started by mandip, Apr 18, 2007.

  1. hi, next week an LA advisor is coming to observe children's independent writing in my reception class. I was wondering if anyone has any ideas (that will impress the advisor) on what we should have in the writing area? also, how to encourage children to write as some of the kids are still at scribbling stage!!!!!
    any help would be great!
    thanks
     
  2. hi, next week an LA advisor is coming to observe children's independent writing in my reception class. I was wondering if anyone has any ideas (that will impress the advisor) on what we should have in the writing area? also, how to encourage children to write as some of the kids are still at scribbling stage!!!!!
    any help would be great!
    thanks
     
  3. This is our preschool activity plan... but it may help.... (To be honest we find it easier to include our writing table as part of our Role Play area)

    Activity Plan WRITING TABLE
    Young children learn how to write through:
    ? Developing oral language;
    ? Playing and experimenting with writing, for example through role play, and watching others write (shared writing);
    ? Reading with an adult individually and/or in a group;
    ? Playing games and singing rhymes which help them to hear sounds
    ? Writing for a purpose ? play and experience to generate writing

    Play is a key way children learn throughout the Foundation Stage. Through play, children can explore, develop and represent learning experiences and practise and build up ideas, concepts and skills. For example, when playing in an improvised café children can be encouraged to look at menus, reservation lists and relevant recipe books, and incorporate these into their play. This establishes meaningful links with their other literacy learning. When children are encouraged to write their own menus, reservation lists and recipes and use these in their play, they are learning that letters and words are useful symbolic ways of preserving meaning. Having a purpose for writing, which is real and of interest to children, will help them to understand why learning to write is important and will motivate them to write. They also need someone to provide a model as a writer and to respond as a reader to their early attempts at writing.

    Children will be encouraged to write if they learn within an environment rich in print and possibilities for communication with:
    ? A planned environment that reflects the importance of language through signs, notices and books;
    ? Regular opportunities for children to see and discuss adults writing for specific purposes;
    ? Opportunities for children to become aware of languages and writing systems other than English, and communication systems such as signing and Braille;
    ? Opportunities for children to experiment with writing for themselves through mark making, personal writing symbols and conventional script;
    ? Displayed and celebrated examples of children's own writing.

    Information sourced from: Curriculum Guidance for the Foundation Stage (QCA/DfEE May 2000) and Developing Early Writing (DfEE May 2001)
    Resources/Additional Information
    ? Paper (plain, squared, lined), headed notepaper, wrapping and brown parcel paper, postcards, memo pads, forms, folded card, greetings cards, white board (wall mounted or individually held boards), envelopes, gift tags and parcel labels
    ? Address books, telephone books
    ? Diaries
    ? Stamps and inkpads
    ? Clipboards
    ? Pencils, pencil crayons, biros, felt pens, dry-wipe markers
    ? 'In' and 'out' paper trays
    ? Sellotape, masking tape, glue sticks
    ? Paper clips, paper fasteners
    ? Telephones, disused keyboard
    ? Postbox
    ? Alphabet frieze, poster or book
    ? Name cards and word cards such as 'to', 'from' and 'happy birthday'
    ? Hole punch, scissors, stapler (if you are concerned about the safety of children using these, plan for them to be available with adult support).

    Resources/Additional Information WRITING TABLE
    ? Make sure the area is large enough for children to move freely around tables and offers plenty of table surface.
    ? Present equipment in labelled trays, baskets or plastic pots, preferably on open-shelved units for easy access.
    ? Make a staff member responsible for checking and replenishing stock in this high-maintenance area, and encourage staff and parents to contribute unwanted stationery.
    ? Think about how children use mark-making equipment in other areas of provision. Store equipment in the writing area in plastic boxes that can be transported to indoor and outdoor areas. Develop provision in all areas to include resources such as clipboards, whiteboards, pencils, pens and paper.
    ? Plan regular adult focus time in the area.

    You may feel pressure to encourage children to write ?correct? numbers and to sue mathematical symbols. However, both the Curriculum Guidance for the Foundation stage and the National Numeracy Strategy recommend that children ?put down something in their own way?? when representing their mathematical thinking on paper. Blank paper rules!

    In order to promote writing in appropriate and meaningful ways, Foundation Stage practitioners need to provide choices of tools and materials that children can access easily and independently. They must also offer 'real' contexts through which children can explore purposes for writing.

    The writing area should have two functions: to act as an 'office' where children can engage in writing experiences through role play, and to be a resource centre for writing equipment that can be used across the setting.

    Possible learning experiences
    In the writing area children will be working towards early learning goals in writing, reading, linking sounds to letters and handwriting. But the area also provides real scope for children's physical development (using tools and materials) and personal, social and emotional development (dispositions and attitudes, self care).
    In this area, children will be able to:
    ? explore mark-making tools and materials
    ? select appropriate tools and materials for a task
    ? experiment with marks on paper
    ? refine marks over time to produce recognisable letter shapes
    ? ascribe meaning to marks
    ? attempt to read back own marks
    ? engage in role-play, imitating writing and reading in the adult world
    ? take turns in phone conversations
    ? hear and identify sounds in words
    ? say letter names, link letters to sounds
    ? explore purposes for ICT in an office
    ? use writing to support play in other areas (for example, writing menus for a cafe in the outdoor area).
    Adult Role/ Adapting the activity for individual children
    Grouping
    of children
    ? Have a knowledge of how writing, reading and handwriting concepts and skills develop.
    ? Value children's writing at all stages of development.
    ? Make assessments of a child against stepping stones and goals in communication, language and literacy; plan appropriately for their next steps.
    ? Share information with parents and carers about their child's development and about appropriate ways of supporting their reading and writing.
    ? Model purposes for and skills involved in writing and reading.
    ? Act as a scribe for children's ideas.
    ? Use key vocabulary such as 'letter' and 'word' and ask open questions to extend learning.
    ? Teach the appropriate use of tools. Small Groups
    Main Learning Intentions/Early Learning Goals WRITING TABLE
    PSE 1 Develop independence and confidence, Motivated to learn independently
    PSE 2 Attempt new activities,
    PSE 3 Concentrate for a short period of time
    PSE 5 Make choices for individual learning.
    PSE 7 Show an interest in interacting with their peers and familiar adults
    PSE 13 Display a willingness to select activities and resources. Explore activities with growing confidence.
    CLL11 Make letter-like marks and give them meaning (emergent writing), Write own name, Write some letters and words
    CLL 14 Is aware of a wide variety of prints within own environment
    CLL17 Make marks (pencil point), and know the difference between drawing and writing, ?write? in different contexts and read back own writing, attempt to write conventional words using phonic strategy
    CLL 18 Imitate adults writing in different situations, use ?play writing? in different contexts and begin to explain what it is for or says, attempt writing for a variety of purposes, using features of different forms
    CLL 19 Experiment with mark making, sometimes ascribing meaning to the marks, notice writing in the environment and use some clearly identifiable letters to communicate meaning, write own name and other words from memory
    CLL20 Experience activities to develop scribbling actions, create letter-like marks (pseudo-letters) in horizontal lines, develop a comfortable pencil grip and write actual letters
    M1 Develop confidence using numbers in play/activities representing numbers using own method of recording
    P2 Use control coordination and fine motor control
    P7 Begin to use small equipment with control and confidence. Experiment with equipment showing a range of basic skills.
    P8 Handle tools with basic control, increasing this control in time.
    C3 Use imaginative skills in drawing
    C5 Know that drawing is a means of recording and communicating and respond to stimuli such as books
    Links to planned topics, curriculum focus or predictable interest

    Theme: holidays
    Additional resources: Holiday brochures, travel guides, booking forms, passports, tickets, computer monitor, digital camera.
    Activities: Choosing holidays, deciding on a type of accommodation/transport, completing booking forms, sticking in photographs and filling in details on passports, writing out tickets.

    Curriculum focus: numbers
    Additional resources: Calculators, wall clock, calendar, telephone number cards, birthday cards with age numbers, rulers, number and date stamps, money and till, number line and attachable photographs of children
    Activities: Saying and using number names in 'office' role play, recognising and matching numbers, 'dialling' telephone numbers on telephone keypads, counting the number of children present in the office on the self-registration number line.

    Topic: books
    Additional resources :Ready-made stapled books, strips of paper, plain paper, hole punch, laces, treasury tags, plastic slide binders, plastic pockets, ringbinders, small photograph album with plastic pockets, fiction and non-fiction books in various formats and types of binding
    Activities: Joining pages together; folding zig-zag books; writing and drawing in books; making fiction and non-fiction books; using vocabulary such as 'title', 'author', 'illustrator', 'page'; talking about key characters and events in familiar stories; making up stories; reading their books to friends; working collaboratively to create files or books that include contributions from several children; linking with other areas of provision through book-making activities (eg, a book of children's plans for the construction area; a recipe book for the home corner).
    Further ideas and information sourced from: On your marks by Jane Drake 13 May 2004 Nursery World © 2005 TSL Education Ltd
     
  4. Wow Carlabooth that's so helpful - thanks! Don't suppose you have got any good ideas for nursery on the theme of holidays that you would be willing to share please?
     
  5. cinderella1

    cinderella1 New commenter

    Depending on your theme or topic,In writing area: provide mini books linked to theme/text/topic and a selection of key words/sentences for children to use independently, whole punchers, stencils, letter formation examples, reciepts, notelets, pencils, pens, picture word cards, envelopes, invitations, rulers, postcards, address books, labels.....and a post box, dictionaries, phone and message pad, key board or laminated example

    Children will use these to indpendently write.....ours are all in good tidy condition so the area looks inviting

    make sure you have selection of alphabet letters hanging and key words/labels around class so whole environment promotes literacy.

    In role play areas provide equip to support writing

    Outdoors have clipboards and pens for kids to use

    Hope all goes well
     
  6. I got these of a fab website (can't remember which one but when I do I'll post the link)

    Personal Social and Emotional
    Ideas:
    ? Hygiene
    ? Stranger danger
    ? Water/sun safety
    ? Environment
    ? Cultures and customs
    ? Role play
    ? Types (differences between 'going on' and 'having a' holiday)
    Mathematical
    Ideas
    ? Classification of beach objects
    ? Sand numbers
    ? Packing a suitcase
    ? Patterns (flags, summer clothes, towels)

    Knowledge and Understanding of the World
    Other ideas:
    ? Safety in the sun/water
    ? Climate & weather
    ? Types of holiday
    Communication, Language and Literacy
    Other ideas:
    ? Write postcards
    ? Sand letters
    ? Role play (travel, hotel, under the sea, cafe)

    Knowledge and Understanding
    Topic: Holidays
    Strand: Knowledge & Understanding
    Title: Transport
    Objectives:
    ? To begin to differentiate between past and present (step 2)
    ? To begin to compare artefacts of different times (ELG)
    Activity
    ? Discussion - modes of holiday transport that children are aware of: planes, trains, ferry boat, car.....
    ? Record findings - e.g. cut out pictures from brochures and make a collage
    ? Discussion - modes of transport used by parents/ grandparents/ great grandparents - Invite a guest speaker (grandparent) to discuss their holidays as a child / transport used. Video tape/ tape record the discussions.
    ? Simplify: Collect pictures of modes of transport from magazines/ brochures
    ? Extend: Time lines of transport development over the ages, transport posters advertising a holiday, pictures of cars the family have owned.
    Resources
    ? Leaflets, posters, brochures, photographs, models of old cars/planes.
    ? Arrange a guest speaker, video tape / tape recorder if recording.
    ? Class organisation: Whole class then small groups of 3-4 children
    Assessment opportunities
    ? Can the child sort vehicles in new/old? (step 2)
    ? Can the child to compare an old and new vehicle using the correct vocabulary? Can the child relate themselves to a timeline? (ELG)
    ICT opportunities
    ? Applications: Video/tape recorder
    ? Internet: pictures of old fashioned modes of transport (London transport museum http://www.ltmuseum.co.uk/)


    Topic: Holidays
    Strand: Knowledge & Understanding
    Title: Globe & map work
    Objectives
    ? To comment and ask questions about the world in which they live (step 2).
    ? To find out about and identify features in the natural world (ELG).
    Activity
    ? Discussion -holiday destination of their parents/ grandparents/ great grandparents - Invite a guest speaker to discuss their holidays. Video tape/ tape record the discussions. Focus on naming features which might be unfamiliar.
    ? Plot holiday destinations on a map/globe.
    ? Simplify: Introduce the concept of a globe, pointing out destinations children may have visited.
    ? Extend: Use map to match photographs / postcards to destinations.
    Resources
    ? Maps, globes, postcards, brochures, photographs.
    ? Arrange a guest speaker to discuss their holiday memories, video tape / tape recorder if recording.
    ? Class organisation: Whole class, or groups of 3-4 children
    Assessment opportunities
    ? Can the child comment on a place they have visited? (step 2)
    ? Can the child talk about places in the photos/postcards, identifying features? (ELG)












    Topic: Holidays
    Strand: Knowledge & Understanding
    Title: Physical Features
    Objectives:
    ? To notice differences between features of the local environment (step 2)
    ? To observe, find out about and identify features in the place they live and the natural world (ELG)
    Activity
    ? Look and discuss a globe - blue for the sea, green/colours for the land.
    ? Children to look at 3D models (or aerial photographs or local maps) to enable them to identify features.
    ? Discussion regarding features of a coastline.
    ? Children create their own island using green playdough/plasticine on blue card. String can be used to represent roads, plastic trees for vegetation, hills created...
    ? Simplify: Use blue card to represent sea, use green playdough to represent land.
    ? Extend: Add extra features; photocopy a simple outline of the British Isles, children could colour the sea blue and fill the shape with green playdough adding features if appropriate.
    Resources
    ? 3-D models of geographical features, maps, globes, aerial photographs, green playdough, blue card, outline of the British Isles.
    ? Class organisation: Whole class or groups of 3-4 children
    Assessment opportunities
    ? Can the child point to sea/land/roads when prompted? (step 2)
    ? Can the child identify a range of natural features? (ELG)





    Topic: Holidays
    Strand: Knowledge & Understanding
    Title: Holiday Comparisons - Holiday Memories
    Objectives:
    ? To remember and talk about significant things that have happened to them (step 1)
    ? To find out about past and present events in their own lives and in those of their families and other people they know (ELG)
    Activity
    ? Discussion -holiday destination of their parents/ grandparents/ great grandparents - Invite a guest speaker (grandparent) to discuss their holidays as a child. Video tape/ tape record the discussions. Compare this to the child's last holiday. Does everyone go abroad? Transport used to travel?
    ? Plot children's holiday destinations on a map/globe.
    ? Simplify: Look at holiday brochures. Make simple postcards - stick brochure pictures onto card. Draw/paint simple representations of a recent day-out/holiday event.
    ? Extend: Make a holiday poster / brochure. Complete, "when I am older I would like to go to...".
    ? Collection of old pictures / photographs of holidays from the last century.
    Resources:
    ? Maps, globes, postcards, brochures, photographs, holiday artifacts.
    ? Include range of cutting & sticking materials if making postcards.
    ? Arrange a guest speaker to discuss their childhood holiday memories, video tape / tape recorder if recording.
    ? Class organisation: Whole class then groups of 3-4 children
    Assessment opportunities
    ? Can the child comment on a recent day out/holiday? (step 1)
    ? Can the child talk about a holiday their parents have experienced? (ELG)




    Topic: Holidays
    Strand: Knowledge & Understanding
    Title: Childhood Holiday Memories
    Objectives:
    ? Children to be aware of communities locally/far away.
    ? Find out about past & present events in their own lives and in the lives of their families.
    Activity
    ? Discussion -holiday destination of their parents/ grandparents/ great grandparents - Invite a guest speaker (grandparent) to discuss their holidays as a child. Video tape/ tape record the discussions. Compare this to places children have visited. Does everyone go abroad? Transport used to travel?
    ? Plot childrens' holiday destinations on a map/globe.
    ? Simplify: Introduce the concept of a globe, pointing out destinations children may have visited; Look at holiday brochures of places visited; Make simple postcards - stick brochure pictures onto card.
    ? Extend: Use map to match photographs / postcards to destinations; Make a holiday poster / brochure; Make postcards and post to a friend; Collection of old pictures / photographs of holidays from the last century.
    Resources
    ? Maps, globes, postcards, brochures, photographs, holiday artefacts.
    ? Include range of cutting & sticking materials if making postcards.
    ? Arrange a guest speaker to discuss their childhood holiday memories, video tape / tape recorder if recording.
    ? Class organisation: as appropriate
    Assessment opportunities
    Children know of places/countries outside of their immediate environment.





    Topic: Holidays
    Strand: Knowledge & Understanding
    Title: History of the Seaside
    Objectives
    ? To remember and talk about significant things that have happened to them (step 1)
    ? To find out about past and present events in their own lives and in those of their families and other people they know (ELG).
    Activity
    ? Discussion - memories of visiting the beach - Invite a guest speaker to discuss their holidays as a child. Video tape/ tape record the discussions. Compare this to places children have visited. Does everyone go abroad? Transport used to travel?
    ? Look at photos/postcards of Torquay/Paignton during the 20th century. Look at maps of Torbay to find local beaches.
    ? Simplify: Make simple postcards - stick brochure pictures onto card.
    ? Extend: Use map to match photographs / postcards to destinations. Make a holiday poster / brochure. Make postcards and post to a friend.
    Resources
    ? Maps, globes, postcards, brochures, photographs, holiday artefacts.
    ? Include range of cutting & sticking materials if making postcards.
    ? Arrange a guest speaker to discuss their childhood holiday memories, video tape / tape recorder if recording.
    ? Class organisation: Whole class then groups of 3-4 children
    Assessment opportunities
    ? Can the child talk about a visit to the beach? (step 1)
    ? Can the child sort old/recent photos of Torbay and give an explanation? (ELG)






    Topic: Holidays
    Strand: Knowledge & Understanding
    Title: Seaside Towns
    Objectives
    ? To show an interest in the world in which they live (step 1)
    ? To notice differences between features of the local environment (step 2)
    Activity
    ? Discussion - a visit to the seaside (e.g. "Spot Goes on Holiday", "Lucy and Tom go to the Seaside") - Invite a guest speaker to discuss their visit to the beach in another couintry. Video tape/ tape record the discussions. Compare this to places children have visited. Does everyone go abroad? Transport used to travel?
    ? Draw/paint pictures of a day at the beach. Contribute to a large display of a visit to the beach. Look at maps of Torbay to find local beaches.
    ? Simplify: Look at holiday brochures of places visited. Make a simple seaside collage
    ? Extend: use map to match photographs / postcards to destinations. Make a map of the local seaside area.
    Resources
    ? Maps, globes, postcards, brochures, photographs, holiday artifacts.
    ? A range of cutting & sticking materials if making postcards/collages plus paints and crayons.
    ? Arrange a guest speaker to discuss their childhood holiday memories, video tape / tape recorder if recording.
    ? Class organisation: Whole class or small groups of 3 or 4 children
    Assessment opportunities
    ? Can the child point to sea/sand when showing "Spot goes on holiday"? (step 1)
    ? Can the child name the features of the seaside? (step 2)





    Topic: Holidays
    Strand: Knowledge & Understanding
    Title: Feely Table - Holiday Evidence
    Objectives:
    ? To describe simple features of objects (step 2)
    ? To find out and identify some features of living things, objects and events they observe (ELG)
    Activity
    ? Build a display table with help from the children - Invite children to bring in things they would find or take on holiday, including days out. E.G. A Beach holiday, a day in the woods, a visit to a caravan park, a boating trip...
    ? Enrich the display using labels, question cards, photographs, posters, books...
    ? Teach children to respect the feely table, to hold/feel/explore/discuss the items on display. To look at the books, pictures.... Ask children for their own observations as a class, in groups, individually.
    ? Encourage the child to use hand lenses, blindfolds, tape measures, mirrors and torches as they explore objects. Provide a range of tools and media for children to record their observations in their own way.
    Resources
    ? Table area/display - theme based:
    ? Beach objects (shells, seaweed, drift wood, crab claws, pebbles, fisherman nets, fishing rods, buckets, spades, arm bands...)
    ? Woodland Walk (fir cones, twigs, leaves, litter...)
    ? Display items - books, pictures, photographs, postcards...
    ? Class organisation: Whole class discussion/sharing and naming objects. Individual opportunity to explore/observe/record.






    Topic: Holidays
    Strand: Knowledge & Understanding
    Title: Floating & Sinking
    Objectives:
    ? To show curiosity, observe and manipulate objects (step 2)
    ? To investigate objects and materials by using all of their senses as appropriate (ELG)
    Activity:
    ? Whole class brainstorm - what do we mean by 'float' and 'sink'. What kinds of things float? What kinds of things sink? Can you find some examples?
    ? Children to hunt for items to test in the water tray - visit to the beach, immediate classroom environment, setting site.
    ? Class/group discussions to predict what will happen to their objects when placed in the water. Test ideas.
    ? This activity could be revisited, adult to lead forward the discussion, findings could be recorded on a simple grid or using sets (mathematical development)
    ? Plenary - what did we find-out?
    ? Simplify: Children use pre-selected items for water play - adult to model activity and encourage children to test a range of items.
    ? Extend: Sort/classify the items before testing, record predictions, test and record actual findings, compare predictions/findings - discussion with friends, adult.
    Resources
    ? Beach items (balls, armbands, buckets, swimwear...) Seaweed, pebbles, shells...Items from the setting environment. Try to include a heavy object that floats (e.g. an apple).
    ? Class organisation: Whole class introduction. Small group individual water play. Whole class plenary.
    Assessment opportunities
    ? Can the child put an item in the water and observe whether it floats or sinks? (step 2)
    ? Can the child investigate a range of objects to find out what will happen? (ELG)
    COMMUNICATION, LANGUAGE AND LITERACY
    Topic: Holidays
    Strand: Communication, Literacy & Language
    Title: Design an advert for visitors to your area.
    Objectives
    ? To give meaning to marks (step 2).
    ? To attempt writing for different purposes (ELG).
    Activity
    ? Look at holiday brochures, what do the pictures tell us about the places? Talk about the area where you live, what are the things you enjoy doing and where do you like to go? Talk about how people live in different parts of the country and may not have the same things we do. Why would they like to come and visit your area?
    ? Children draw a picture of something they like best about the area and adult scribe the details e.g. the park is nice to visit because it has nice swings/you can go to the beach and collect shells. Put together to make a class brochure to make into a poster. Put your brochure/advert with others in the role play travel agents.
    ? Simplify: Use photographs of a local popular tourist attraction/beach, discuss what is nice about them.
    ? Extend: Make individual holiday brochures, looking at more than one area of interest.
    Resources
    ? A range of holiday brochures, drawing equipment, large class book, photos/postacrds of local tourist attractions.
    ? Class organisation: Whole class discussion. Small groups of 3-4 children with individual adult support to scribe ideas. Whole class sharing of work at the end of the session.
    Assessment opportunities
    ? Can the child talk about their picture? (step 2)
    ? Can the child explain the purpose of the advert (ELG)
    ICT opportunities
    Applications: Scan and type up their brochure.
    Internet: http://www.theenglishriviera.co.uk/
    CREATIVE DEVELOPMENT
    Topic: Holidays
    Strand: Creative Development
    Title: Rainbow Fish
    Objectives
    ? To understand that different media can be combined (step 3).
    ? To explore colour, texture, shape, form and space in two or three dimensions (ELG).
    Activity
    ? Read the story of the rainbow fish to the children. Discuss the colours of the fish and name. Have available a variety of collage materials ie; cellophane, fabric, felt, tissue paper, foil etc.. In groups children sort through and choose materials for their own rainbow fish. Using scissors cut out pieces of material to collage a cardboard fish (pre cut by an adult).
    ? Simplify: Cut down the amount of materials ie; just use pieces of shiny coloured paper.
    ? Extend: Children cut out and draw their own fish over lapping materials to create new colours.
    Resources
    ? Glue, scissors, cardboard cut out fish, collage materials, Rainbow Fish by Marcus Pfeister.
    ? Class organisation: Whole class then groups of 3 or 4 children.
    Assessment opportunities
    ? Can the child combine materials to create a picture? (step 3)
    ? Can the child select and combine appropriate materials? (ELG)





    Topic: Holidays
    Strand: Creative Development
    Title: Sewing
    Objectives:
    ? To know that materials have different textures, strengths and qualities (step 1-5).
    ? Explore colour, shape, texture. (Handling tools, objects, materials safely and with increasing control)
    Activity
    ? Show examples of card outlines in a range of shapes with holes around the edge of the shape.
    ? Children to choose an outline and to sew around the outside using different wools. These can be hung to create a display.
    ? Simplify: Precut shapes, individual adult support and laces (no needles).
    ? Extend: Children design and cut out own sewing templates, punch own holes; More intricate shapes or follow a specific design; Create own design first and create on card.
    Resources
    ? Card outlines in the shape of fish, shells, spades, sunhats etc - Approx A5 size.
    ? Use a single hole punch to create holes around the edge, 2 cms apart to create sewing cards.
    ? Variety of wools, threads, needles.
    ? Class organisation: Individual, small groups with adult help
    Assessment opportunities
    ? Does the child enjoy exploring materials? (step 2)
    ? Can the child describe the qualities of wool and card? (ELG)

    Other ideas:
    ? Beach textures
    ? Designing holiday clothes for teddy/dolls
    ? Printing/painting with beach items
    ? Postcards
    ? Shell instruments
    PHYSICAL DEVELOPMENT

    Topic: Holidays
    Strand: Physical Development
    Title: Sewing
    Objectives:
    ? To engage in activities requiring hand - eye co-ordination (step 1).
    ? To handle tools and objects with increasing control (ELG).
    Activity
    ? Show examples of card outlines in a range of shapes with holes around the edge of the shape.
    ? Children to choose an outline and to sew around the outside using different wools. These can be hung to create a display.
    ? Simplify: Precut shapes, individual adult support and laces (no needles).
    ? Extend: Children design and cut out own sewing templates, punch own holes; More intricate shapes or follow a specific design; Create own design first and create on card.
    Resources
    ? Card outlines in the shape of fish, shells, spades, sunhats etc - Approx A5 size.
    ? Use a single hole punch to create holes around the edge, 2 cms apart to create sewing cards.
    ? Variety of wools, threads, needles.
    ? Class organisation: Individual, small groups with adult help
    Assessment opportunities
    ? Does the child demonstrate improving hand - eye co-ordination? (step 1)
    ? Can the child use the needle and wool with control (ELG)

    Other ideas:
    ? Holidays/foreign dances
    ? Playing on the beach/swimming

    Topic: Water
    Strand: Mathematical Development
    Title: Exploring Capacity
    Objectives
    ? To develop awareness of the concepts 'full', 'empty', 'heavy' and 'light' (step 1).
    ? To use language such as 'heavier', 'lighter', 'more' and 'less' to compare quantities (ELG).
    Activity
    ? Children should have had lots of play experience in the water/sand tray using different sized containers. Begin looking at capacity introducing vocabulary full and empty.
    ? Fill a container with compare bears/cubes/beads until it is full and sort containers into full and empty. Next take a large and small container, which do they think will hold the most/least , children investigate in water/sand tray and discuss findings.
    ? Count how many small containers it will take to fill a large container.
    ? Use vocabulary: holds more / holds less.
    ? Simplify: Give opportunities for play filling containers.
    ? Extend: Order a series of containers into size.
    Resources
    ? Water or sand tray , different sized containers, compare bears/ cubes/ beads.
    ? Class organisation: Introduce vocabulary in large group, small group work supported by an adult where possible.
    Assessment opportunities
    ? Can the child show you and empty and a full container? (step 1)
    ? Can the child use 'heavier', 'lighter', 'full', 'empty', 'more' and 'less' appropriately? (ELG)
    Other ideas:
    ? Volume and weight
    ? Floating numbers
    ? Measuring
    ? Sort and classify boats
    ? Nusery rhymes ("1-2-3-4-5, once I caught a fish alive...")


     
  7. Great Advice from Carla and Cinderella! They are stars!! I have a good resource for the writing area. if you leave your e-mail I will send it.
     
  8. Thank you!!!
     
  9. Msz

    Msz Established commenter

    We provide writing opportunities in all areas including role play, small world, construction, DT workshop, Block Play indoors and outdoors. We also have a designated writing area with a variety of resources available for the children to select
    fine felt pens
    chalk
    feathers/ink
    coloured pencils
    thick markers
    high lighters
    thick & thin pencils
    charcoal
    biros
    gel pens
    glitter pens
    large & small pieces of card
    chalk boards
    white boards/markers
    transparent sheets
    shaped paper
    strips left from trimming work
    rolled (scrolls)
    wrapping paper
    tracing paper
    textured paper
    spiral bound reporters note pads
    shopping note books
    registers
    shape books
    ring binders
    diaries
    class lists
    forms
    leaflets
    clipboards
    hole punches
    staplers
    selotape
    paper clips
    date stamps
    post it notes
    message pads
    writing frames
    envelopes
    postcards
    glue sticks
    stamps
    message board
    postbox
    erm..............
     
  10. Msz - or anyone else!!! have you got any clever ways in which you store all the writing area utensils? i have quite a small classroom and so just 1 table as a writng area so have a big problem with having all my different pens and papers, glue, scissors etc... accesible for the children. if they all go on the table top there is no room for the kids!!!
    inspiration needed!!!!
    thanks
    mrs p xxxx
     
  11. Msz

    Msz Established commenter

    We have a cupboard with deep trays/boxes clearly labelled so the children can access any extras while there is always a small selection of pens/papers on the table.
     
  12. I have a trolley on wheels, with 4 drawers for my paper - one drawer for the following: white paper,coloured paper, activity, and home box. I also have one of these shoe organisers, (coat hanger with about 12 clear pockets), which i use to put in various utensils - rulers, calculator, scissors, glue, wooden templates etc, and have another clear set of hanging pockets where I put different types of paper - shopping lists, postcards, envelopes etc. These are hung onto the back of my partition for my role-play, and I also display different purposes of writing on there as well.
     
  13. Just want to say thankyou for such wonderful inspiration
     
  14. hi all, just wanted to say thanks for all the lovely ideas you have given for the writing area, i will be very busy this week getting this all set up!!!!
    my email is mandipkaur555@hotmail.com, thanks magmac for offering plans!
    cheers!


     

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