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Week 4 (29/11)

Week 4...

This week:

This week we have been on stage practising our Christmas performance. The children have been trying on their costumes. The children have been practising their singing all over the place - including in the woods!

In Maths we have been comparing groups of objects using the language of more, less and fewer.

Alongside our usual phonics we have been working on our listening skills and our rhythm and rhyme.


Christmas Performance:

Your child should have brought home a letter, outlining their part in the performance and what they need to wear. It would be really useful if they could have these things in school ASAP.


The Wish List:

Thank you to all parents who have contributed items from our wish list. We gratefully received some stickers this week.



I have been in discussion with Class Reps about fundraising to update our role play area. If you have any fundraising ideas please contact Class Reps.


Spare clothes:

Please make sure your child has their own spare clothes in school in case of accidents. If your child has used any of our spare clothes can they please be returned ASAP.



Please make sure your child always has waterproofs in school. We play outside in the rain so wellies and waterproofs are essential.



There are still 12 parents who have not activated their Tapestry account. I have resent activation links. Please be aware Tapestry emails often automatically go to junk/spam. If you are having difficulty accessing your account please let me know and I can help.




Being a Radiator:


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 'radiator'. Last week I gave you some information on being a 'magnet'.


The idea of being a radiator is that we, as adults, are able to radiate language. We can provide 'language nutrients'. It is our job to develop children's language and communication skills.


You can be a radiator by:


  • If your child says something in the correct tense or with mispronunciation, repeat it back. This way they are hearing the language used correctly. Through hearing language used correctly lots of times the child develops an understanding of how it is used.
  • Introduce new or more complex vocabulary. A simple example of this is: when your child says, "It's really big," you can repeat it back to them but use an alternative word in the place of big. Eg, "I know, it's enormous."
    You might find that your child describes something that holds specific vocabulary that they haven't used yet. For example, in class some children were talking about animals that sleep in the day and are awake at night. I then introduced 'nocturnal'. However, introducing the new vocabulary isn't enough. Children don't often learn words immediately. The vocabulary needs to be repeated and practised lots of times.
  • Play games with words. Use words that sound funny or that are a bit quirky and point them out. The funnier children think something is the more likely they are to use it. A few weeks ago I pointed out a child's 'snazzy' new shoes. I have heard three children use this word in conversation with each other spontaneously since then.
    This also works for rhyme. If you say something that rhymes, point it out. I often get tongue tied with Fred Frog and accidentally call him Ted or Freddie in phonics. We laugh and talk about other words that sound like Fred.


I think that we all do lots of things (both educators and parents) already. But it's more about being aware of that teachable moment in everyday conversation.


Have a lovely weekend and have fun being a radiator!


Best wishes,


Mrs Rymell