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Week 3 (22/11)

Week 3...

This week:

It has been a busy week. We have been working hard to learn the last of our Christmas songs and actions. We even managed to get on stage to practise our singing and the lunch ladies were very impressed!

We have done lots of leaf art this week and the children have been very imaginative creating all kinds of different pictures using leaves from the woods.


The wish list:

We have very gratefully received a few more items from our class wish list: some small chalk boards and a much needed hole punch! Thank you.


Christmas performance:

A reminder that our Christmas performance is on Friday 6th December at 2pm in the hall. I will send out a letter next week, detailing your child's part and asking for you to let us know roughly how many people will be attending to watch.


Phonics assessments:

As requested at the Parent Rep meeeting, I have added obs for each child detailing the outcome of last term's phonics assessment. I have dated these obs as the 4th November (the first day of Term 2).



Please keep adding your own observations to Tapestry. Observations can include:

  • New skills acquired
  • A demonstration of independence
  • A willingness to help or assist others
  • Showing care or concern for other people
  • Comments, questions or ideas about the world, animals or people
  • Explanations of how things work or why things happen or why they did something in a certain way
  • A demonstration of perseverance, hard work or determination
  • Taking part in family routines, customs, traditions and celebrations
  • The use of technology: tablets, mobile phones, television, cameras, technological toys, the microwave
  • An exciting weekend event

All of these things help us build a wider picture of each child's individual development and can provide us with evidence towards meeting their next steps.


Being a magnet:

I have been attending a course: Making Every Interaction Count. One of the tasks I have been set before Day 3 of the course in December is to inform parents of what it means to be a language 'magnet'.

The content of the course is based on key research into the development of language and its effect on the long term outcomes for all children. Research suggests that by the age of 3 language ability can determine whether or not they secure a successful job as an adult.

The idea is that everyone can make a difference to those children who may have language delay, social difficulty or 'poor language nutrients' (this refers to the amount of language children have been exposed to).

The first idea is that adult should try to be 'magnets' for conversation. This means that children should be drawn to talking to us. They should be unable to resist talking to us; with a need to share their thoughts, feelings and ideas and to ask questions.

During my course we discussed the different ways us adults can try to be magnets for conversation:

  • Being free: it's easy as both a parent and a teacher to be constantly busy. By making ourselves available, children are more likely to initiate conversation. It's easy to teach children not to interrupt, but if we are always busy, when will they have time to talk?
  • Being at child level. Sitting on the floor, crouching or being low down is a way to draw children into conversation. Being at child level may make the child feel like an equal in conversation.
  • Being interested: eye contact, open responses and asking questions are ways us adults can demonstrate interest.

You may have some other ideas too. Are there any particular strategies you use to promote conversation with your child? I would love to hear about them.


Key tips:

  • Waiting for a response

On average, we wait less than 2 seconds for a response from someone when we talk to them. Research suggests that we should give children 10 seconds to respond as it can take them this long to fully process what is being said/asked and to find the appropriate language for a response.

  • Look interested

​​​​​​​If you want your child to initiate conversation try this: sit beside them (not too close), have open body language, tilt your head to the side and look at them, then wait. If they have something to say they will begin. You may find this works better in some situations than others, depending on whether they are intently focused on something else.


Next week I will provide you with some more information on my course: being a radiator!


I hope you all have a lovely weekend.


Best wishes,


The Class R Team