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Welcome to the
Literacy
Workshop
Phonics
Reading
Writing
• What is this word?
ghryt
Phonics
• fright
• ‘f’ as in rough, r, ‘i’ as in my, ‘t’ as in station
• 44 sounds or ‘phonemes’
• 19 – vowel sounds
• 25 – consonant sounds
• Phoneme – smallest unit of sound in a word
ghryt
At The Mead
• We learn 4 sounds a week using the principles of Jolly Phonics.
• The children are introduced to the name of the letter but we focus more on the sound.
• Short sounds ‘r’ not ‘ruh’ ‘m’ not ‘muh’ etc
Pure sound video
• We learn the Jolly Phonics action and song.
• Each week the sounds that we are learning are sent home in the sound books.
• Activities in the classroom are linked to the sound that we are learning.
Phonics ~ Necessary – but not the only skill needed
Phonics
Blending
When teaching the children how to read simple words we encourage them to say the sounds and then blend them back together.
c a t
Phonics
Segmenting
When teaching the children how to spell simple words we encourage them to write each sound they hear.
How many phonemes are there in the following words?
top scan
shower thought
bird fish
high mate
Reading time! Now turn over the piece of paper in front of you
and read it.
How do you feel?
• whole word
• prediction
– picture
– grammar
– story
• phonics
• beginner readers will be practising one or more of these aspects until all three are used
Three Aspects of Reading
• must have a knowledge of language
• rhyme and repetition
• vocabulary
• predictability
• must have a knowledge of how books work
Pre Reading Requisites
Reading the Environment
• not all reading is in books
• surrounded by print that communicates a message
• alert your child to uses of print in the environment
• point out signs and labels
High frequency words and tricky words
Each week we will learn a selection of high frequency words and tricky words.
Activities are planned both inside and outside the classroom to help the children to learn these words.
Tricky words are the words that cannot be
sounded out and need to just be remembered.
We encourage the children to take a picture of them to remember them.
• Every child reads to the teacher or the TA once a week.
• The children will take home one reading book that they have chosen which they can then change as often as necessary.
• The children will also bring home a tricky word or a high frequency word bookmark.
• When we read with your child we will check whether they are ready for the next bookmark.
Learning to read at school
Ideas for reading ~Before reading the book
– Have your child look at the cover and predict what they think the story is going to be about
– Have your child decide whether the book is a fairy tale (fiction) book or a real (non-fiction) book
– Point out the name of the book (title), the person who wrote the book (author) and the person who drew the pictures for the book (illustrator)
– Have your child look for the blurb, read it to your child
– Do a picture walk through the book and let your child tell you what they think the book is about
Ideas for reading ~During the book
– Ask your child many questions about the
characters in the book as you read the story
– Have your child use his/her finger to follow the direction of the text (top to bottom, left to right)
– Have your child look at the sentences and see if he/she can identify any of the sounds in the words or any of the HF words they have learnt
Ideas for reading ~After the book
– Discuss with your child what they liked/disliked about the story
– Can your child think of another title for the book and why?
– Did the story have a sad or happy ending? Can your child think of a different ending for the story?
– Can your child think of another character which he/she might want to add to the story and why?
No matter what I do, my child doesn’t want to read!
• Read to your child as much as possible
• Don’t make an issue out of it
• Paired reading
• Make it fun!
Organise a treasure hunt around the house on a rainy day. Give your child a list of things that they can find in the house and see how quickly they can collect all the items.
Time for some exercise!
• Peg dancing, water bottle workout and playdough gym
Writing time
• A quick task…
You have 5 minutes to write a short paragraph explaining who you think should be the president of America.
V
Your name • Think of your name. • Now visualise it upside down. • Write it down with your non-dominate
hand.
• Now try with your writing hand. Was it easier?
• Write your name. • Turn it upside down. • Now copy it.
Was it easy to do?
You have
learnt to now
hold a pencil.
You are now
using visual
clues.
When you child wants to write what do they have to do?
• Hold a pencil or pen.
• Know what they want to write.
• Know how hard to press with a pencil or pen.
• Hold the paper.
• Form shapes.
Writing development
• In small groups have a go at ordering the samples of writing development.
Do you recognise the stage your child is at?
Every child develops at a different rate and
teachers will skilfully support them in their next
stage of development.
Writing is a tricky thing to do!!
• Children do not have the physical skills to
write until they are 7.
Building writing muscles…..
Building writing
muscles
Building writing
muscles
Building writing
muscles
Building writing
muscles
Building writing
muscles
Building writing
muscles
Building writing
muscles
Writing at school
• Writing is embedded in all areas in the classroom.
• Every class has a writing area with a variety of different writing materials that the children can self select.
• There are always opportunities for writing in the role play areas.
Writing on the move
• Writing does not have to take place whilst sitting at a table.
• All the children have an ‘Explorer Book’ that they can use anytime both inside and outside the classroom.
• We have lots of clipboards in the classroom to encourage writing.
Focused writing activities
• Each week the children complete a focused writing activity with an adult.
• During this activity we will focus on writing skills.
• This includes:
– Choosing what to write
– Knowing where to start their writing
– Sounding out the words that they want to write and knowing what the letters look like
– Learning how to structure their writing in a sentence, list etc
Letter formation
• We practise writing letters with our fingers in a variety of different materials such as flour, sand and shaving foam.
• We also write letter shapes in the air.
• We chalk large letter shapes on the ground and paint letters using water and large paint brushes.
• Rainbow letters.
At home
• Being the adult
Pencil Grip
Froggy fingers
• Tip for teaching correct pencil grip
Talking to write
‘If a child can’t say it they can’t write it’
Ros Wilson.
Big Talk!
Along with the weekly planning
email we will send a photo that
stimulates conversation.
Encourage your child to use ‘posh
talk’, full sentences.
At this stage in their development remember to balance …
… their
enthusiasm
and desire to
write.
… with
correct
spelling and
letter
formation.
Praise and value
• Lots of children worry about getting writing wrong.
• We all need to build their confidence.
• Ask them about their writing or picture.
• Talk about what you can see in their writing or picture.
– I like the way you….
– I can see a ….
You are the best role models…
so get writing
Thank you for
coming
Any questions
