teaching literacy

Teaching Literacy PART 1

Anne Sloan

February 2010

TDS, MAG

Al Taqadom, Al Shamkha

What is Reading?

Reading is an active process

of getting meaning from

print‘Julie Bowtell

University Hertfordshire’

How do we learn to read?

There are two aspects of reading:

Decoding and word recognition.

Comprehension

Both are important in developing children’s literacy skills.

Objectives

To explain the principles behind the Jolly Phonics programme

To provide an opportunity for teachers to seek clarification about the programme

To demonstrate the use of some of the Jolly Phonics material

Teaching PhonicsRecent research shows that a synthetic approach to phonics is more successful in teaching children how to

read than an analytic approach.

What’s the difference?

Analytic phonics Synthetic phonics

starts at whole word levelduring or after reading books introducedoften, one letter per weekinitial sounds first

letter sounds taught very rapidlyemphasis on blending soundsusually, before reading scheme introduced

Jolly Phonics by Sue Lloyd

1. Learning the letter sounds2. Learning letter formation3. Blending4. Identifying sounds in words5. Tricky words

1. the Letter SoundsThere are 42 letter sounds which are

taught in the following order:

s a t i p nck e h r m dg o u l f bai j oa ie ee orz w ng v oo ooy x ch sh th thqu ou oi ue er ar

A multi-sensory method is used:A storyline –

story bookteacher’s song/rhyme book and CD.

Action –children associate an action with each sound to help them remember it, e.g.,

a s

Sound sheets - visual

a s

2. Letter formation

Pencil holdForming letters in the airTrace over dotted lettersFeeling letters (finger phonics)

Write each letterJoining tails

3. Blending

Children need to be taught how to blend sounds together:

1. Letters sounded out by teacher ‘d-o-g’ ‘s-u-n’ ‘m-ou-s’

2. Letters sounded out by children

3. Blending words with consonant blends and digraphs

26:00

4. Identifying sounds in wordsIt is essential that children are taught to hear the

individual sounds in words:

1. Listen and say if they can hear the sound ‘s’ in the words ‘sun’ ‘mouse’ ‘dog’.

2. Children say the sounds they hear and hold fingers up for each sound, for example,‘hat’ - ‘h-a-t’ -3 fingers‘ship’ - ‘sh-i-p’ - 3 fingers

3. Dictate words for children to practice writing.

25:10

5. Tricky words

Tricky words are those that cannot be worked out be blending:

Look (identify the irregularity and say the letter names), Cover, Write and Check.

Say it as it sounds

Mnemonics

6. Practice Everyday

Everyday a little work on each skill is needed: Work through flashcards of letter sounds. Develop ability to write fluently and neatly:

- correct formation of capital and small letters- Dictation of words and sentences.

Develop reading fluency and comprehension:- reading individually to a parent- group/guided reading- develop wider vocabulary and meaning of words.

Develop writing skills:- write sentences to pictures- write news independently- write simple stories that have been told by the teacher- create and write own stories- write up science and topic work- continue teaching tricky words

Activities from Jolly Phonicsbingoboardgamesarrow wordsconsonant blendsdominoesmissing soundsCVC flipbooksentence stickingstring joining

Website: www.jollylearning.co.uk

The ‘a’ action

The ‘s’ action

The ‘a’ sound visual

The ‘s’ sound visual