p1 literacy workshop miss newman and mrs cleland

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


Blending SegmentingBlending and word building Hearing individual soundsstarts almost immediately dog d-o-g

First (initial) middle and last (final) sounds


Substituting h-at b-at m-at

Deleting hat ------ at bat----------ba


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


• 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.]


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

http://www.phonicsplay.com/




http://www.ictgames.com/literacy.html



Thank you for listening

p1 literacy workshop miss newman and mrs cleland

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