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Playing with Sounds

Playing with Sounds. GDSS. Playing with Sounds. What is the purpose of today? What are you going to take away?. Overview of today’s session. Context of Playing with Sounds Resources Roll out of Playing with Sounds Impact. Playing with Sounds.

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Playing with Sounds

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  1. Playing with Sounds GDSS

  2. Playing with Sounds • What is the purpose of today? • What are you going to take away?

  3. Overview of today’s session • Context of Playing with Sounds • Resources • Roll out of Playing with Sounds • Impact

  4. Playing with Sounds An initiative to involve parents in playing games with children to reinforce early literacy skills including phonological awareness

  5. Phonological Awareness • is the ability to hear and play with the sounds of spoken language • is vital in developing reading and spelling skills ‘Phonological ability in pre school children is one of the biggest predictors of later success in reading ability’ (Bryant and Bradley)

  6. Tracking Progress in Early Years EY roll out of Phonological Awareness • Presentation delivered to SMT and P1 teachers in Glasgow schools and a named person in nurseries • Tracking • Pack of electronic materials provided

  7. Context • Early Years education a priority in Scotland • Glasgow Improvement Challenge • Family Learning • Partnership working: • GIRFEC • HGIOS 4 • Education Scotland

  8. Promoting Partnership with Parents The Scottish Parliament passed the Scottish Schools (Parental Involvement) Act (2006) One key aim is to help parents to be involved with their child’s education and learning ‘Engaging with parents gives them the chance to understand the role that they play in their child’s learning and development and fosters parental involvement.’ Education Scotland 2015

  9. Promoting Partnership with Parents “The link between early parent-child activities, language development and enjoyment of reading is strong. Rich home learning environments can improve cognitive development for all children regardless of their socio-economic background…” Growing up in Scotland June 2016

  10. Why Play Games? Playing games at home can: Increase children’s confidence and social skills Increase children’s cognitive development and memory Develop children’s language skills Children learn best through play It is fun! Marion Diamond et al, Edward Fisher et al

  11. Resources

  12. Play Together Chat Together

  13. Games Session 1: Listening: Listening Lotto Session 2: Rhyme: Rhyming Snap, Rhyming Pairs Session 3: Word Boundaries: Snakes and Ladders Session 4: Syllables: Syllable Bingo Session 5: Phonemes: Awareness of sounds in words activity and Phonemes: (Initial sounds) Phoneme dominoes Session 6: Phonemes: Phoneme Bingo, certificate and celebration

  14. Roll out of Playing with Sounds Roll out in Thornwood PS Feb-Apr 2015 and Garscadden PS May-June 2015 • Offered to all P1 pupils in class • Invited to initial meeting with SMT • Organising time/duration/location • A group of parents and pupils took part

  15. Promote Playing with Sounds • Newsletter • Pre-entrants meeting • Parent’s Evening/Meet the teacher • Regular feature in yearly calendar • Poster • Grab parents at door • Pester Power • Social media

  16. Playing with Sounds Discuss How will you engage/maintain involvement of reluctant or working parents? How will you implement Playing with Sounds in your school?

  17. Engaging and Maintaining Parental Involvement • Tea, coffee, roll and sausage • Parent Mentor/Buddy • Text message • Raffle prize

  18. Engaging Working Parents • Youtube video clips • Sessions for working parents after school • Evening sessions with pizza • Parent Mentor/Buddy

  19. What we learned • Assumptions: • Some parents were: • unfamiliar with nursery rhymes • unfamiliar with traditional games

  20. What we learned • children enjoyed quality time playing games with parents • parents enjoyed playing games with children and interacting with other parents • it contributes to the positive relationships with parents

  21. Views of Parents My child knows more about sounds and words now. The games motivated my child to learn My child enjoyed playing the games at home with his brothers. It helped my child’s concentration.

  22. Views of Pupils It is good fun! I enjoyed playing games at home with my brother. My favourite game is Rhyming Snap. My favourite game is Snakes and Ladders.

  23. Celebrating Success

  24. Impact 1 ‘The parents and children really enjoyed taking part in this programme. I felt the parents learned a lot of tips about how to support their child at home with reading and spelling, as there was a focus on rhyme, word boundaries, syllables, and phonemes. This was done through fun games and activities’. Val McCaffrey, DHT Thornwood PS

  25. Impact 2 “We were fortunate to be part of the early trials of Playing With Sounds and it was a resounding success. P1 pupils and their parents had a great time working together to develop literacy skills based on the interactive games programme devised by GDSS. The level of positive social interaction was very pleasing to witness and our parents and pupils spoke very highly of the learning experience. We intend to make full use of this resource in the future with other P1 pupils and their families.” Jacqui Montgomery, acting HT Garscadden PS

  26. Impact 3 “After attending the Playing with Sounds sessions with their parents many of the pupils showed increased phonics awareness and improved reading. Children became confident instead of discouraged in literacy with a marked improvement in spelling and willingness to tackle written tasks. This year these children are continuing to improve.” Christine McIntosh, PT, P1 Class Teacher, Antonine PS

  27. Impact 4 “Our parent sessions have been a huge success, with a great turnout every week. Parents have really enjoyed engaging with their children’s learning.” Iain Morrow, DHT Dunard Primary

  28. Impact 5 • Attendance • Thornwood PS over 90% • Garscadden PS 100% • Resources returned each session intact

  29. Impact 6 Dunard PS Castleton PS Mosspark PS Yoker PS St Brendan’s PS Gowanbank PS Scotstoun PS St Patrick’s PS St Patrick’s PS

  30. Access to Resources • Glow: • Twitter: @DyslexiaGCC

  31. Read Together Chat Together Every time you read a nursery rhyme or a story to your child, you are helping to build their skills in phonological awareness.

  32. Rhyme and Syllable Awareness The Gruffalo Julia Donaldson Fix-it Duck JezAlborough Cat in the Hat Dr Seuss There’s a Wocket in my Pocket Dr Seuss The Tickle Tree ChaeStrachie The Loon in the Moon ChaeStrachie Each Peach Pear Plum Janet Ahlberg Jolly Olly Octopus Tony Mitton Oi Frog KesGray

  33. Further Reading Adams, M. J., Foorman, B. R. Lundberg, I and Beeler, T. (1998)Phonemic Awareness in Young Children: A Classroom Curriculum. Paul Brookes Publishing Co. Carroll, J.M., Bowyer-Crane, C. Duff, F.J. Hulme, C and Snowling, M.J. (2011) Developing Language and Literacy. Wiley-Black Education Services (2010)Planning, Teaching and Assessing Reading at Early, First and Second Levels of Curriculum for Excellence. Gardner, H. (2006). Assessing speech and language skills in the school age child. In M. J. Snowling, & J. Stackhouse (Eds.). A Practitioner’s Handbook: Dyslexia, Speech and Language, 2nd Edition (pp 74-97). Whurr Publishers: London and Philadelphia. Goswami, U., and Bryant, P. (1990) Phonological Skills and Learning to Read. Psychology Press Hatcher, P. (2006). Phonological Awareness and Reading Intervention.In M. J. Snowling, & J. Stackhouse (Eds.). A Practitioner’s Handbook: Dyslexia, Speech and Language, 2nd Edition (pp 167-197). Whurr Publishers: London and Philadelphia. Mackay, N. (2004). The Case for Dyslexia Friendly Schools. In G. Reid & A. Fawcett (Eds.), Dyslexia in Context: Research, Policy and Practice, (pp223-236). Whurr, London.

  34. Further Reading cont. Muter, V. (2006). The Prediction and Screening of Children’s Reading Difficulties. In M. J. Snowling, & J. Stackhouse (Eds.). A Practitioner’s Handbook: Dyslexia, Speech and Language, 2nd Edition (pp 54-73). Whurr Publishers: London and Philadelphia. Reid, G (2011)Dyslexia: A complete Guide for Parents and Those Who Help Them. Wiley-Blackwell Smith, A. (2001b). The strategies to accelerate learning in the classroom. In F. Banks & A. Shelton Mayes (Eds.), Early Professional Development for Teachers (pp 159-177). Open University. David Fulton Publishers, London. Stackhouse, J.(2006). Speech and spelling difficulties: what to look for. In M. J. Snowling, & J. Stackhouse (Eds.). A Practitioner’s Handbook: Dyslexia, Speech and Language, 2nd Edition (pp15-35). Whurr Publishers: London and Philadelphia. Taylor, J. (2006). Developing Handwriting Skills.In M. J. Snowling, & J. Stackhouse (Eds.). A Practitioner’s Handbook: Dyslexia, Speech and Language, 2nd Edition (pp 229-252). Whurr Publishers: London and Philadelphia. Wearmouth, J. (2004).Learning from James: lessons about policy and practice for schools’ special provision in the area of literacy difficulties. British Journal of Special Education, Volume 31, No. 2, pp 60-67.

  35. Plenary Can you go over … again please? I’d like to ask you about …?

  36. GDSS Margaret MacIntosh Jane Boron Shawlands Academy 31 Moss-side Road Glasgow G41 3TR 0141 582 0217 gw10macintoshmargare@glow.ea.glasgow.sch.uk gw10boronjane@glow.ea.glasgow.sch.uk @DyslexiaGCC

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