Literacy Workshop P1 2017-2018

Literacy Developing Young Workforce – skills for life Phonics Reading Sounds Letter formations Tricky Words Reading Writing Listening and Talking

Phonics (Sounds) Sounds s a t New whole school scheme – Phonics International Sounds s a t Two sounds per week New sounds: Monday and Wednesday Single sounds and diagraphs (2 letters that make 1 sound: th, sh) Consolidation and Assessment weeks also included

Phonics Introduce sound. Teach sound alongside action – discuss the part of the mouth the sound comes from. Find the sound in the alphabet. Introduce letter formation. Activities to practise: recognising sound, identifying sound and letter formation. Blending sounds together to make words. Action: Helps children to remember sound, provides a good visual and physical movement to help children remember SHOW: Nelsons Font Introduction Jolly Phonics Action song

Jolly Phonics https://www.youtube.com/watch?v=ei0iFs5uF6w

Purpose Interactive – engaging, fun, exciting Multi-sensory Learning through play and exploration

Reading Strategies Concepts of print Parts of a book (spine, title, front cover etc.) Read from left to right Letters, words and sentences Where you begin to read, where you finish reading Books convey meaning Whole school reading strategies and characters

Reading Strategies

Reading Oxford Reading Tree Scheme Floppy, Mum, Dad, Biff, Chip and Kipper Books are ordered according to stage. Children usually receive one book per week.

What does a P1 reading session look like? Small groups with class teacher or PSA. Games, for example, word bingo. Sentence boxes – sequence words to make a sentence. Multi-sensory activities to learn tricky words. Reading comprehension activity to go with book. Discussions in groups about the story and characters. Identifying key features of a book.

Reading Activities

Getting ready to write Fine-motor skills Building up the muscles in the hands. Pencil control – drawing, patterns and tracing. Scissor skills Choosing a dominant hand / pencil grip Some may still be working on this. How to help at home: Activities / things around the home to promote FMS ie: threading, holding pegs, playdough, activities that allow for squeezing, rolling and gripping. Putting on shoes and clothes independently – zips, buttons etc. Outdoor learning

Writing Process Could look like: Children being scribed for. Children drawing a picture to match writing. Children adding in known words. Children writing initial sounds. Children using a sentence starter. Children using word banks / sentence tubs.

What does a P1 writing session look like? Forming letters correctly – ground, grass and sky. Sharing targets – start at edge of line, finger spaces, full stops and capital letters. Teacher modelling good examples. Variety of writing tasks, including news, stories, letters, lists and instructions. Each child working through the progression at their own pace.

Tricky Words Words that children cannot sound out, such as: the be was Word tubs – keep in bags Sent home weekly (usually on a Monday with homework). Practise reading and writing the tricky words.

Progression of Writing Mark making and experimenting with letters.

Progression of Writing Attempting to copy a sentence scribed by the teacher.

Progression of Writing Forming simple 3 letter words independently.

Progression of Writing Independent writing using finger spaces, capital letters and full stops. Is beginning to include some tricky words.

Progression of Writing Some children may be able to extend their sentences by adding connectives and adjectives.

Listening and Talking Sharing news stories Sharing ideas and opinions with class mates Short personal talk Comprehension activities Circle Time Following basic instructions Group work

Any Questions?