with reading & writing skills Thursday 6 th October 2016 Dan - PowerPoint PPT Presentation

How to help your child at home with reading & writing skills Thursday 6 th October 2016 Dan O’Leary, Assistant Head Lisa McKeon, English Leader Kim Peterson, Early Years Leader 1

Our Vision: Our Vision Statement Sherington Primary School and Children’s Centre is an inclusive community. We place the child at the centre of all that we do. We strive to maintain the highest standards in an environment that is creative, stimulating, inspiring and enabling. Aspire Motivating and exciting all to become life-long learners Believe Developing the skills and confidence to foster self-belief Create Engaging all learners through creative practice and personal reflection Achieve Experiencing success and embracing future challenges 2

This Morning • 8:50 Registration An opportunity to look at display and sample of books and resources. • 9:05 Introductions and presentation Please save questions for the end or write them on paper for later. • 9:45 Evaluations • 9:55 Visit reception classes • 10:20 Finish 3

This session aims to give you… • An understanding of the complexity of the skills involved in early reading and writing • An overview of the progression of skills • An insight into how we teach reading and writing at Sherington to enable you to support this learning at home • An understanding of how important this partnership is in your child’s progress 4

“We don’t need a list of rights and wrongs, tables of dos and don’ts: we need books, time, and silence. ‘Thou shalt not’ is soon forgotten, but ’Once upon a time’ lasts forever.” - Philip Pullman 5

TALK! . Listening and speaking are a child’s introduction to language and literacy. Activities such as talking and singing will teach your child the sounds and structures of language, making it easier for him or her to learn to read or write. 6

• Encourage your child to tell you about his or her day – about activities, sports and games. • Ask lots of questions so that your child knows you are interested in what he or she is thinking about. • Talk with your child as much as possible about things you are doing and thinking. • Encourage your child to tell you what he or she thinks or feels. • Don’t interrupt! Let your child find the words he or she wants to use. • Sing songs, such as the alphabet song, and recite nursery rhymes, encouraging your child to join in. • Play rhyming and riddle games – make it FUN! EYE: I can recite some simple rhymes I can continue a simple rhyming string 7

Early reading and writing • Very closely linked • Children need the same skills to be effective readers and writers c-a-t 8

Pre-reading Things to do at home to encourage pre- reading… • Talking about pictures (pink/red/yellow) EYE: I can read an unknown yellow book • Reading to your child (1:1 correspondence) • Discussion about the book after reading and asking them questions EYE: I can answer questions from a simple story • Lots of different types of books, menus, fliers, signs etc. • Show your child that you are also a reader – be a role model 9

Books for enjoyment or ‘choosing book’ – foster an early LOVE for reading! EYE: I can give my opinions about a text that’s been read to me I can listen attentively in a range of situations I can sequence events in a simple story 10

Reading each week • 1:1 reading with teacher or teaching assistant • Guided reading in a small group of 5 or 6 with an adult • Children’s home reading book will be changed 3 times a week, and the book of their choice (from the book corner) once a week • Children will be read aloud to every day • Small world – imaginary play 11

Emergent Writing • Drawing and mark making • Use different media and resources: crayons, paint, felt tips, sand, fingers, twigs… • Moveable letters: magnetic • Writing for a purpose in role play 12

Physical Development • Physical development is good for helping pupils to develop gross and fine motor skills • Examples include: paintbrushes, twirling ribbons, tweezers, and sand to support letter formation 13

Important Basics! • Pencil grip – start with, and encourage the correct grip EYE: I can sit correctly at a table and use a tripod grip 14

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Important Basics! • Letter formation – incorrectly formed letters are difficult to correct once established and delay progress in writing EYE: I can write all letters of the alphabet, most of which are correctly formed • Use of lower case – capital letters only to start names EYE:I can write my name using correct spelling and case 18

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Why is it so important? We place the child at the centre of all that we do. We strive to maintain the highest standards in an environment that is creative, stimulating, inspiring and enabling. What learning journey is my child going on and where does it lead? 22

After 3 years – Year 2 child’s writing 23

After 7 years – Year 6 child’s writing 24

Life skills and first formal educational experience • Secondary school • College • University • Success • Happiness • Social mobility • Emotional development 25

In Reception your child will have a daily phonics session where they will: • Develop the ability to recognise what sound a letter, or pairs/groups of letters make • Segment or ‘sounding out’ and blending ‘putting it back together’ words EYE: I can segment monosyllabic words and identify every sound I can spell some words correctly and make plausible attempts at others 26

When segmenting and blending it is so important to get the letter sounds right! http://www.youtube.com/watch?v=P-eTO8L3t40&safe=active EYE: I can name and sound all letters of the alphabet 27

Segmenting and Blending • It is the ability to do this rapidly whilst correctly pronouncing the letter sounds that is important when reading unusual and unknown words. EYE: I can use my phonic knowledge to decode regular words I can read the first 45 high frequency words 28

Phonics: activity • s a t p i n • How many words can you make in 30 seconds using these letters? • Once you know what letters/sounds your child is learning, this is the type of activity you can do with your child at home. 29

Phoneme Frames s a t p i n p a t p ai n 30

Sound Buttons • Sound buttons are used to help children segment/ break down words into sounds (both during reading and writing) • EYE: I can segment the sounds in simple words and blend them • Encourage children to use their finger to follow the words for one to one correspondence 31

Emergent writing • The following pieces of writing highlight examples of the different stages of early writing EYE: I can say what my writing says and means 32

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Initial sounds 34

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EYE: I can orally construct a sentence I can write simple sentences that can be read by others I am beginning to use capital letters and full stops to demarcate sentences 36

• English has many ways of sounding the same groups of letters • It has many ways of spelling the same sounds 37

Spelling ‘long a’ • ay day • a-e made • ai train • ey they • eigh eight 38

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Tricky words • Some words cannot be decoded using phonics. We call these tricky words: said the to • These can be found in your child’s reading log • Strategies for learning them 40

Helping your child with writing at home… • Oral rehearsal of sentence • Segment a word into its constituent phonemes • Link with reading; segmenting and blending • Visual recall of letters in a word (tricky words) • Learning by reading, looking, copying, writing • Remember although we use the letter name, we use the sound when spelling – Encouragement and praise! 41

“We don’t need a list of rights and wrongs, tables of dos and don’ts: we need books, time, and silence. ‘Thou shalt not’ is soon forgotten, but ’Once upon a time’ lasts forever.” - Philip Pullman 42