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Literacy evening for Reception and Key Stage 1 Tuesday 19 th November 2013

Literacy evening for Reception and Key Stage 1 Tuesday 19 th November 2013. Aims of the evening. How we teach reading Book banding School library developments How we teach writing. What does Reception and Key Stage 1 mean?. Reception - Early years foundation

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Literacy evening for Reception and Key Stage 1 Tuesday 19 th November 2013

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  1. Literacy evening for Reception and Key Stage 1Tuesday 19th November 2013

  2. Aims of the evening • How we teach reading • Book banding • School library developments • How we teach writing

  3. What does Reception and Key Stage 1 mean? • Reception - Early years foundation stage • Key Stage 1 - Years 1 and 2

  4. Reading

  5. Why read? • For pleasure • To find things out

  6. 10 benefits of reading • Children who read often and widely, get better at it • Reading exercises our brain • Reading improves concentration – sit still, quietly focus • Reading teaches children about the world around them – people, places, events outside their own experience

  7. 10 benefits of reading 5. Reading improves children’s vocabulary, leads to more highly-developed language skills and develops children’s ability to write well • Reading develops children’s imaginations – descriptions into pictures; imagine how the characters feel

  8. 10 benefits of reading • Reading helps children develop empathy • Children who read do better at school • Reading is a great form of entertainment • Reading relaxes the body and calms the mind – how to relax and be silent

  9. The importance of reading

  10. The importance of reading

  11. The importance of reading

  12. How we teach reading • Phonics • Guided reading

  13. Phonics

  14. What is phonics? • Letters and sounds • 26 letters in the alphabet • Combinations of letters make 44 sounds • Short vowel sounds: a, e, i, o, u • Long vowel sounds: combinations of more than one vowel = digraphs: ai, ee, igh, oa, ue

  15. What is phonics? • What sounds letters make • Eg, s says ssss; oa in coat says o • How to represent sounds with letters/combinations of letters • Eg, to write the long o sound in coat you need oa • To write the long e sound in feet you need ee

  16. What is phonics? • Segmenting words into sounds • Blending sounds to say/read words

  17. What is phonics? • Phoneme = a unit of sound • The word cat has 3 phonemes: c-a-t • Train has 4 phonemes: t-r-ai-n

  18. How do we teach phonics? • From Reception to Year 2 • In small groups • Children grouped depending on where they are upto in their phonic knowledge • There are 6 phases to teaching phonics

  19. PhonicsPhase 1: • Nursery and Reception • Environmental sounds: in their play, sounds animals make, sounds different objects make • Instrumental sounds: shakers – how sounds can be changed, musical instruments, making up simple rhymes • Body percussion: march, stamp, clap to the beat

  20. PhonicsPhase 1: • Rhythm and rhyme: build up a stock of rhymes from hearing them repeated over and over again • Where English is an additional language, songs and rhymes help children to tune into the rhythm and sound of English

  21. PhonicsPhase 1: • Enjoying and sharing books • Word play: inventing new rhymes • Alliteration: please can I have some sizzling sausages/chunky chips

  22. PhonicsPhase 1: • Book area: lots of books with alliterative rhymes and jingles • Voice sounds: eg We’re going on a bear hunt: use sound effects: swish swish through the grass, squelch squelch in the mud • Children vocalise sounds as they play: h, h, h, when hopping; b,b,b when bouncing a ball

  23. PhonicsPhase 1: Oral blending and segmenting Oral blending: • It’s time to get your c-oa-t, coat. • Touch your t-oe-s, toes. Toy talk: • A toy that can speak in sound-talk: • What would Gabby like for tea today? • Ch-ee-se, cheese • eg. Fish, cake, pie, soup

  24. PhonicsPhase 1: Oral blending and segmenting: Nursery and Reception Clapping sounds: • Words using s,a,t,p,i,n letters: • Eg. Sat, pin, nip, pat, tap, pit, pip, • Which one? • Lay out objects with names that contain three phonemes, eg. l-ea-f, sh-ee-p, s-oa-p • Use the sound-talk toy

  25. PhonicsPhase 2: move to blending and segmenting with letters • In Reception and for those who still need it, into years 1 and 2.

  26. PhonicsPhase 2: move to blending and segmenting with letters • Out loud • Action for each sound: • S – weave hand in an s shape, like a snake and say ssss • A – wiggle fingers above elbow as if ants crawling on you, saying a, a, a

  27. PhonicsPhase 2: move to blending and segmenting with letters • Learning the sounds does not follow alphabetical order • Introduced to at least 19 letters of the alphabet • s, a, t, p, i, n • Move on from oral blending and segmenting to blending and segmenting with letters

  28. PhonicsPhase 2: move to blending and segmenting with letters • Oral segmenting : s-a-t • Oral blending: sat • Clapping the sounds/sound fingers

  29. PhonicsPhase 2: move to blending and segmenting with letters • Use magnetic boards and letters • Phoneme frames where they write the letters • Sound buttons /sound fingers

  30. PhonicsPhase 2 • a phoneme frame showing a word with three phonemes/sounds a s t

  31. PhonicsPhase 2 • a phoneme frame showing a word with three phonemes/sounds oa c t

  32. PhonicsPhase 2: • Need to apply their phonic knowledge in writing words and sentences

  33. PhonicsPhase 2: • Daily teaching sequence: • Revisit and review • Teach • Practise • Apply

  34. PhonicsPhase 2: • Initially in Reception the children will bring home books for you to share with them • Once they know some sound/letter correspondences and sight words they will start to bring books home which follow simple phonic patterns

  35. PhonicsPhase 2: • Importance of applying their phonic skills of segmenting and blending when beginning to read • Need lots of books with phonic patterns in • Need to read the books over and over again

  36. PhonicsPhase 2: • Importance of sight words too: • 32 of the first 100 high frequency words: eg. an, as, can, dad • Include tricky words which have to be learnt on sight: eg. no, go, into

  37. PhonicsPhase 3: • Learn the rest of the sounds so they know the 44 sounds • Introduced to long vowel sounds: combinations of letters to make a sound: • Eg. ai (rain), ee (feet), ie (tie), oa (boat), • ue (blue) • Next 24 of the first 100 high frequency words

  38. PhonicsMoving on in the phases • Children will be moved on in the phonic phases when they are ready to, regardless of whether they are in Reception, Year 1 or Year 2 • Children who are not secure on the sounds in phase 2 will not move onto those in phase 3 until they are ready to.

  39. PhonicsMoving on in the phases • So your child may move into Year 1 or even Year 2 and still be on phase 2 or 3 • If that is the case that is where they are upto in their phonics learning and they won’t master the next phase until they are secure on the previous one.

  40. PhonicsMoving on in the phases • Some children take a lot longer than others to master phonics • Those children who need to will go to Mrs Priest, our SENCO for additional literacy support, and they will have an IEP: an individual education plan

  41. PhonicsPhase 4: • No new sounds introduced • Adjacent consonants: went, frost • Words may have 4 or 5 phonemes: • F-l-a-g, ch-i-m-p • S-p-e-n-d, g-r-a-s-p • Polysyllabic words: chil-dren, sham-poo • 20 more high frequency words to learn

  42. PhonicsPhase 5 Different ways to spell long vowel sounds: • Eg. Long a sound instead of ai: spelt –ay as in day; a-e as in cake Alternative pronunciations: • Egi instead of as in t-i-n mind, find • 24 more high frequency words to learn

  43. PhonicsPhase 5 • There are lots to learn • The most difficult phase to master • If children are not secure on phase 3, where they were introduced to the first way to read and spell the long vowel digraphs: ai, ee, igh, oa, ue, then they can not pick up phase 5

  44. PhonicsPhase 5 • They may have to revisit phase 3 to make sure they are secure first

  45. PhonicsPhase 6 • By this stage children should be able to read hundreds of words by: • Sight • Decoding (segmenting) silently and quickly • Decoding aloud

  46. PhonicsPhase 6 • Children’s spelling should be phonetically accurate, although it may still be a little unconventional • Spelling usually lags behind reading, as it is harder

  47. PhonicsPhonics screening test • Year 1 • Re-sit in Year 2 • Need to be secure on phase 5 to do well on it

  48. Phonicsinto Year 3 • We would hope that the majority of children are secure at phase 5 by the time they move into Year 3 where they will continue to do phonics

  49. PhonicsWhat you can do to help at home • Reinforce what your child is doing at school • Practise the sounds/words that come home • 5/10 minutes a night • Little and often is more effective than one long session

  50. PhonicsWhat you can do to help at home • 30 children in a class • Secure on different sounds and words • Those children who get to practise their sounds and words at home do better than those who don’t

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