Helping parents with the first stage of phonic learning. Our Lady Queen of Peace Primary School Primary 1 Parents’ Information Evening Language & Literacy Helping parents with the first stage of phonic learning.

Aims for the Session -To provide information on reading, writing and talking and listening within the Northern Ireland Curriculum. -To further your understanding of phonics. -To share ideas of how children can be helped and supported at home.

The Northern Ireland Curriculum

The Northern Ireland Curriculum The Foundation Stage Curriculum (P1 and P2) supports the progress of each individual child. It puts children’s interests at the centre of learning. It recognises that children learn about all areas of the curriculum mainly through oral language. Wasting learning time if children are given a reading book the first week of term-When you look at children’s development the best time that they develop is between 3-6 as this is the time that they get best grasp of language

Talking and Listening Expanding their vocabulary and talking in longer sentences Talking confidently to others Developing thinking and understanding Hearing sounds in their environment Children make the most progress in their talking and listening skills between the ages of 3 and 7. All learning in the early years is based on listening

Developing Talking and Listening at Home Talk and Question -engage in meaningful conversations; model and introduce a rich vocabulary. Play -games (rhyming games and sound lotto). Listen- model good listening and show an interest when talking to your child. Enjoy – books, rhymes, poems and songs. No baby talk–exposure to a variety of words –greater breadth of language within books, and rhymes etc

Reading Skills -What do these words say? could pirate cross

Have another go The leopard watched the monkey. The monkey took the pirate’s hat. He could see that the pirate was cross.

Does this help? The leopard watched the monkey. The monkey took the pirates hat. He could see that the pirate was cross. This is part of the skills curriculum-teaching children to problem solve and use as many clues as possible-examples

To Read well we need…… Phonological Awareness Syllables Rhyme Alliteration Individual phonemes (H-a-t) Good attention and Listening Skills Sound Memory: remember sounds Sound Discrimination: Can hear the differences in sounds To Read well we need…… Visual Memory and Discrimination Retell a story Sequence a story Talk about a picture Recognise differences between: objects, pictures, words and letters Develop and awareness of: ‘does the word I have read match the sounds of letters’ (Grapho-phonic Knowledge) More than anything we need to foster a LOVE for reading!

Time for Literacy in Our Lady Queen of Peace P.S Dedicated Literacy Lessons Daily Phonics Lessons ___4____ times a week in P1 and __4____ in P2 each lasting _20___ Minutes Daily story time Library Visits Play based learning

Types of Reading Modelled and Shared – Enjoyment and teaching. Big Books, online stories, story sacs, Jolly phonics Reading Groups - To support and develop learning/skills. Independent Reading - To practise learning/ skills. Reading Scheme: ORT, Rigby Star, PMs Reading Homework, Easy Reads, library visits, independent home reading.

Supporting Reading at Home A wide range of books Storysacks Online stories Audio story tapes Visit your local library

What is Phonics? Developing listening skills. Teaching the sounds of the letters first and then the names. A practical approach to learning. Giving children a code so that they can read and write with confidence. Show a letter-w – what is this letter’ name ? why does dog not start with a w

Why Phonics? “High quality, systematic teaching of decoding and encoding skills, i.e. phonic work, is a key factor in securing children’s progress in reading and writing. ” Jim Rose, former Deputy Chief Inspector of Schools -It gives children ‘no fear’ when it comes to reading and writing. -Spelling and reading dramatically improve.

5 Basic Skills 2. Blending 3. Identifying sounds in words 1. Learning the letter sounds 2. Blending 3. Identifying sounds in words 4. Tricky words 5. Letter formation

How do we do this? By the end of each week, your child will have met 2-3 new sounds. Each sound has its own action, story and song The children listen for the sound. The children are introduced to how to write the sound.

Example Lesson

Learning the Letter Sounds

Learning the Basic Sounds s – so a – at t – to i – in p – pig n – no c/k – key e – egg h – hop r – red m – my d – day g – go o – on u – up l – lip f – fan b - bee

Learning the Basic Sounds v – van oo – boot oo – zoo y – you x – fox (ks) ch – chair sh – shoe th – the ai– day j – jug oa – oat ie – tie ee – tee or – or z – zoo w – we ng – rang These are harder to learn: The old saying ‘When two vowels go walking the first sound does the talking’ may help you remember.

Learning the Basic Sounds qu – quack ou – ouch oi – oil ue – queue er – mixer ar – car

We call the dots sound buttons We call the dots sound buttons. Every time we touch the button we say the sound. This is Segmenting

Blending After Segmenting we put the sounds back together called Blending. Blending is the more difficult skill. Say the first sound more loudly and repeat the sounds getting faster

Phonic Sounds – http://jollylearning. co

Hearing the Sounds in Words Sound Talk Games -I spy a d-o-g. -Dress the toy with a c-oa-t. -Give the robot a p-e-g. -Simon says, “Put you hands on your h-ea-d.” -Magnetic letters or squares of paper to mix up Letters -Play ‘Show Me’ Sounds -Letter Hunts

here the was Tricky Words Words that do not follow the rules- These are High Frequency Words Learn as look and Say words

Writing and Letter Formation Inspiring children to write with confidence. Children will develop language through a range of experiences. Learning letter formation alongside learning the sounds. Writing for a reason.

Picture of letter formation P1

Writing in Action Pictures of writing activities added here

Beginning to ‘Write’ Not all children will be ready at the same time. Children should be encouraged to ‘have a go’. Children will have a limited code to use when creating words. Writing should be an enjoyable experience.

How Writing Develops Developing control of large movements. Mastering control of co-ordination and small movements. Sorting, matching and identifying shapes and patterns. Beginning to form letters.

“Scribbling is to writing what babbling is to talking “Scribbling is to writing what babbling is to talking. As a babbling child thinks he talks, so the scribbling child thinks he writes.” Harriet Inedell 1998 Marks on a page and scribble writing/random letters and numbers or letter like symbols

A key sound / beginning and end sounds

Supporting Writing at Home Model and share writing experiences with your child. Encourage the development of skills that support writing ( large/small movements). Praise your child for ‘having a go’. Talk about your child’s writing or mark making.

Home / School links Homework Pack Sound Book H.F words Touch and Tell Reading Book Book of Choice

Questions

Parent Evaluation Learning Outcome Agree Disagree Don’t Know You will be provided with information on reading, writing and talking & listening within the NI Curriculum. You will further your understanding of phonics (Jolly Phonics). You will have an understanding of how you can support your child at home.

Parent Evaluation Section 2 How useful was tonight’s meeting. Is there any aspect of tonight’s presentation you seek further information on? Yes No Very Useful Useful Not Useful

Parent Evaluation Is there any other information you would like to have heard about in relation to Language & Literacy in Primary 1 and 2? Yes No