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P1 Literacy Workshop
Miss Newman and Mrs Cleland
Overview• Phonological Awareness
• Reading in the Early Years
• Writing in the Early Years
• Early Intervention at Low Port
• Literacy at Home
Name Game
Think of an object which starts with the same sound as your name…
Tell the person next to you…
e.g. Kate- Kangaroo
Literacy everywhere!• Receipts, shopping
lists• Charts, maps, graphs• Timetables, adverts• Comics, newspapers,
magazines• Letters, emails• Games, TV
programmes• Labels signs, posters
• Recipes, instructions• Reports, text messages• Web pages• Catalogues, directories• Menus• Tickets• Diaries• Badges• Adverts• Cards• Invitations
Complex LanguageThink of a word with the ‘sh’ sound
shipsurepassionchefoceanspecialstation
Phonological Awareness
Phonological Awareness is the ability to attend to the sounds of language rather than focusing upon the meaning of language.
It is the strongest predictor of later success in reading and spelling.
Key elements of phonological awareness
*Key Elements for early phonological awareness
Matchingp a
s t at pa s p
*Key Elements for early phonological awareness
Blending SegmentingBlending and word building Hearing individual soundsstarts almost immediately dog d-o-g
First (initial) middle and last (final) sounds
*Key Elements for early phonological awareness
Substituting h-at b-at m-at
Deleting hat ------ at bat----------ba
*Key Elements for early phonological awareness
Phonemes:Phonemic Awareness:• The awareness of the speech sound
units
• The ability to identify and manipulate speech sounds
e.g. fish - 3 phonemes f i sh
Phonics• The relationship between sounds and symbols (letters)
• We are teaching the sound not the letter name
• PURE Sound and corresponding action
• Resources: Literacy Rich Edinburgh, Jolly phonics actions
• Formation of letter
• Identify words that begin with that sound or contain the sound
• Phonics homework for reinforcement : sounds/words sent home
Activities• Multi-sensory AUDITORY-KINAESTHETIC-VISUAL
learners • Magnet boards and letters• Painting – brush, fingers, hands• Flour trays• Feely bag – guess the sound.• Buttons, pasta, lentils • Play dough.• Sound Search• Snap and pairs games• Bingo• SMARTboard writing/games
Rhyme
*Key Elements for early phonological awareness
• Songs and rhymes for young children are fun, children love them, and they provide a warm, nurturing experience.
• Reciting simple nursery rhymes and singing songs with children have enormous educational value.
“Experts in literacy and child development have discovered that if children know eight nursery rhymes by heart by the time they’re four years old, they’re usually among the best readers by the time they’re eight.” [Fox, M. (2001). Reading Magic. San Diego, CA: Harcourt.]
*Key Elements for early phonological awareness
Syllables
caravancar - a - van
Reading in the Early Years
The dimensions of learning to read
Guided Reading • Instructional approach• Small groups with similar reading behaviours • Opportunities for challenge, problem solving and
developing fluency • Develops strategies to tackle unfamiliar vocabulary • Increases children reading confidence and decoding
skills• Introduces children to format of books• Provides opportunities to predict stories, consider
character-plot- setting, share thoughts and opinions• Resources: Oxford Reading Tree, Rigby Star, Jelly and
Bean, Floppy’s Phonics
Sight Vocabulary • Tricky words that children have to learn
• Complexity of our language
• Sent home to practise through games (e.g. matching)
• Block 1 words: I the to he me is his put want saw no
Please send in a small named tub for tricky words
Writing in the Early Years
Young children need:• an inviting and engaging environment • a real purpose for writing (e.g. shopping list, invitations) • ownership of their writing• to be able to choose what to write about• to have their attempts valued whatever their stage of
development• to have experiences which link writing with talking and
reading• to see adults modelling writing• opportunities to write in collaboration with others.• to be encouraged to HAVE A GO!!
Foundations of writing
Use of drawing stories to develop writing skills:
develops fine motor skills
drawings improve as detail is added
children ‘read’ their drawings
more detail in a drawing demonstrates a better ability to form letters and thus improve handwriting.
These drawings are a great way to plan writing
Early Intervention Early identification and intervention
Systematic observation in first term of P1
• speech and language difficulties
• PIPS standardised assessment
• teacher’s professional judgement
Discussion with parents
Literacy at home • Read for enjoyment- lots of storytelling and rhymes
• Write for enjoyment- with real purpose (phonetic)
• Experience of the language through listening and talking
• Practise sight vocabulary
• Sounds
Have fun
Useful Websites
• http://www.oxfordowl.co.uk/for-home
• www.phonicsplay.com
• http://www.ictgames.com/literacy.html
Thank you for listening
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