Today's story - Chocolate moose for Greedy Goose by Julia Donaldson and Nick Sharrat. And Don't put your finger in the jelly Nelly by Nick Sharratt. We are doing a phonics special Story Cafe today as lots of the children are off to school in September. So this workshop is all about building skills for early reading (not encouraging parents to teach their children to read, but to help them encourage the skills they will need to be able to read when they are ready)
We read Chocolate Moose for Greedy Goose and Don't put your finger in the jelly Nelly, which highlight rhyming and alliteration.
And we tell the story of "Peppa Pig is going to the Zoo,What does she see as she passes through?" My animals are all hidden in a bag and I make the sound, while the children guess which animal Peppa has seen at the zoo.
Lots of different things on the tables today. Magnetic letters with oven trays. Playdough with little wooden letters and rolling pins. Jigsaw puzzles.
We made name puzzles and Peppa Pig alliteration games
Name puzzles using old milk lids and hummus tubs, stickers to add the letters of the children's names.
We shared a snack and talked about what we had been doing.
Carpet time at the end
We sang the Listening Song (tune of Frere Jacque) and we listened to some Jolly phonics songs on the app (the children have been learning the songs for s, a, t, p, i and n at preschool).
Everyone took home a picture book, a certificate and some ideas for families to do at home to build skills for reading and phonics.
Links to EYFS
Specifically for this story cafe -
C & L - Listening and attention - • Listens to stories with increasing attention and recall. • Joins in with repeated refrains and anticipates key events and phrases in rhymes and stories
Literacy - Reading - 22-36 months * Has some favourite stories, rhymes, songs, poems or jingles. • Repeats words or phrases from familiar stories. • Fills in the missing word or phrase in a known rhyme, story or game, e.g. ‘Humpty Dumpty sat on a …’. 30 to 50 months • Joins in with repeated refrains and anticipates key events and phrases in rhymes and stories. • Beginning to be aware of the way stories are structured. • Suggests how the story might end. • Listens to stories with increasing attention and recall. • Describes main story settings, events and principal characters. • Shows interest in illustrations and print in books and print in the environment. • Recognises familiar words and signs such as own name and advertising logos. • Looks at books independently.
I know, sharing stories and all the brilliant things we did at story cafe link to many more aspects of the EYFS and especially the characteristics of effective learning (learning dispositions).
Jolly phonics free app here
Environmental sounds on You Tube here
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