Parents Workshop – English Year 1 and 2 Key Stage One 1 st December 2014 Miss Lucy Nicholls

Our objectives: To clarify the expectations for pupils in Year 1 and 2 in reading and writing at WIS; To suggest alternative ways to engage your child in reading and writing processes; To identify resources that are available to you and your child at home; To equip you with the appropriate skills that are needed to support and develop your child’s decoding/comprehension of texts and development in spelling/writing skills.

What does the English language learning process look like in the classroom? Phonics - the sounds for reading and spelling Reading - the purpose for writing Talking Handwriting Modelled writing by teachers Shared writing – teacher/pupils, peers Big Writing – independent writing Creative Curriculum writing

The Letters and Sounds programme from the English Primary National Curriculum is the phonics programme followed at WIS. The programme is intended to finish at the end of Year 2. This programme supports children in the understanding of how words are constructed of sounds and groups of letters which represent the sounds. Once secure, children move into a spelling curriculum which helps them to recognise and internalise spelling patterns and irregularities. Phonics

Five Elements of Phonics in Letters and sounds Learning the sounds of spoken English Learning the letters and letter patterns which represent these sounds Blending sounds for reading Segmenting words for writing Reading and spelling High Frequency Words (Tricky words) - taught through Action words

A phoneme is the smallest unit of sound in a word. A phoneme may be represented by 1, 2, 3 or 4 letters e.g. t aiigh Grapheme - Letter(s) representing a phoneme. Written representation of a sound which may consist of 1 or more letters eg. the phoneme ‘s’ can be represented by the grapheme s (sun), se (mouse), c (city), sc or ce (science) Alliteration is the same consonant sound at the beginning of several words in close succession

Digraph - two letters, which make one sound –A consonant digraph contains two consonants shckthll –A vowel digraph contains at least one vowel ai ee ar oy Double letters make one sound: pull, huff, puss, c, k and ck all make the same sound

Oral blending - hearing a series of spoken sounds and merging them together to make a spoken word (no text is used) for example, when a teacher calls out ‘b-u-s’, the children say ‘bus’. This skill is usually taught before blending and reading printed words Blending - recognising the letter sounds in a written word, for example c-u-p, and merging or synthesising them in the order in which they are written to pronounce the word ‘cup’ Segmenting - identifying the individual sounds in a spoken word (e.g. h-i-m) and writing down or manipulating letters for each sound to form the word ‘him’

Letters and Sounds Speaking and listening skills Phonic knowledge and skills 6 Phases Starts in FS1 with Phase 1. Intended to finish in Y2 with Phase 6.

Phase Two and Three sounds Children are explicitly taught the sounds that letters represent. Introduction to the vocabulary – phoneme, grapheme and digraph. Children develop blending skills for reading and segmenting skills for spelling.

Phase Four Children move to Phase 4 when they know all the phonemes from Phase 2 and 3 and can use them to read and spell simple words. Phase 4 does not include any new taught sounds. It focuses on reading and spelling longer words with the phonemes they already know. These words have consonant clusters at the beginning: spot, trip, clap, green, clown Or at the end: tent, mend, damp, burnt Or at the beginning and the end: trust, spend, twist

Phase Five Children are taught new graphemes for reading. They learn alternative pronunciations of graphemes (the same grapheme can represent more than one phoneme). cat/cent, got/giant, cow/blow tie/field, eat/bread, hat/what, yes/by/very, chin/school/chef, out/shoulder/could/you

Phase Six Focuses on spelling and teaches children spelling rules and spelling alternatives. Children look at syllables, base words, meaning and mnemonics. Children are introduced to the past tense (-ed) Children are taught the rules for adding suffixes: –ing, ed, -s, -es,, -ies, -er, -est, -y, -ful, and –less. They learn about irregular verbs. They learn words ending in – tion, -sion Investigate and learn how to add prefixes: un- and dis-

Phase Five activity Meet the long vowel teams – A E I O U Mr A Mr E Mr I Mr U

Phoneme spotter Mr U

Phoneme Spotter Mr U oo u-e ue ew u

Useful resources

Useful resources Twinkl Phonics Teaching App to support blending and segmenting practise phonics-suite-all-you/id ?mt=8 Phonics pronunciation guide Practical games and activities and-sounds.html

Learning to read Reading to learn

Reading with your child at home is providing them with a vital opportunity to embed the learning that takes place in school

What does reading look like in the classroom? In the classroom Whole class texts shared Guided Group reading Independent reading Resources Books, websites, audio books, interactive books Banded books at attainment level Range of topic books within the classroom

How to encourage readers Before reading Find a QUIET place with minimal distractions Give your child your FULL attention Talk with the child, rather than at them Ensure you have selected a text the child is interested in Make predictions about the books’ content During reading Remember to be PATIENT: listen with interest PAUSE before jumping into correct your child Give PRAISE, lots of it!

How can you ensure you are asking the right types of questions? Let’s try it ourselves...

Oxford Owls Website

Rory’s Lost his voice… Level 1

Level 2 Rory’s Lost his voice…

Level 3 Rory’s Lost his voice…

AFTER READING “ Reading without reflecting is like eating without digesting.” - Edmund Burke

Handwriting All of the children at WIS are taught pre- cursive writing with the aim to develop cursive writing in Years 2 and 3. This provides them with the essential skills to be able to join their letters, eventually working towards writing at speed. Handwriting techniques are modelled to the children and practised regularly.

Talk for Writing ‘ In order to write in any text type, the writer has to be very familiar with it….a powerful way to internalise language patterns comes through ‘hearing it’ and ‘saying it’ – talking the text type.’ Pie Corbett

Generating Ideas for Writing Using questions to generate ideas about a character: Who What Where When Why

Visual Targets for writing \\ High 5 sentence Basic elements for simple sentence. Additional elements needed to add interest for the reader

 Vocabulary ◦ words that add detail, or interest  Connectives ◦ words that join 2 phrases together  Openers ◦ words that start sentences  Punctuation ◦ symbols to separate words into sentences Adding interest to sentences

Let’s have a go… \\ WHO There was a girl called Cinderella.

Creating sentences… \\ WHO There was a girl called Cinderella.

Creating sentences… \\ WHAT There was a girl called Cinderella.

Can you think of any suitable adjectives to describe Cinderella? blonde blue unhappy beautiful

Creating sentences… \\ WHAT There was a beautiful girl called Cinderella.

Creating sentences… \\ MORE… There was a beautiful girl called Cinderella.

Creating sentences… \\ MORE… There was a beautiful girl called Cinderella and she wore a shiny blue dress.

She lived in her ugly step-mothers house and was made to do all the house work. Cinderella wasn’t allowed to go to the palace ball with her step-sisters and was very upset. How could we use a variety of sentence openers? Level Two

Cinderella grew tired of cleaning and living in the basement. The Fairy Godmother arrived and made a fabulous gown for Cinderella. How could we use a variety of sentence openers? Level Three

WIS Expectations By the end of Year 1: All children will be a level 1b Most children will be a level 1a Some children will be a level 2c and above What does this look like? By the end of Year 2: All children will be a level 2c Most children will be a level 2b Some children will be a level 2a and above

Level 1b Beginning to start sentence in different ways – avoiding ‘I’, ‘The”. Beginning to use describing words to add more detail. Beginning to use ‘and’ to link ideas. Capital Letters and Full Stops correct in 70% of sentences.

Level 1b+ Sometimes starts sentence in different ways – avoiding ‘I’, ‘The”. Sometimes uses describing words to add more detail. Sometimes uses ‘and’ to link ideas. Capital Letters and Full Stops correct in 70% of sentences.

Level 1a ALWAYS starts sentence in different ways – avoiding ‘I’, ‘The”. Selects describing words more carefully to add more detail. ALWAYS uses ‘and’ to link ideas. Capital Letters and Full Stops correct in 90% of sentences. Beginning to write at length – 3+ sentences.

Level 1a+ ALWAYS starts sentence in different ways – avoiding ‘I’, ‘The”. Selects describing words more carefully to add more detail. ALWAYS uses ‘and’ to link ideas. Capital Letters and Full Stops correct in 90% of sentences. Beginning to write at length – 5 sentences.

Level 2c ALWAYS starts sentence in different ways – using time connectives. Chooses describing words more carefully to add more detail. ALWAYS uses ‘and’ to link ideas and is BEGINNING to use ‘because’. Capital Letters and Full Stops correct in 90% of sentences. Beginning to write at length – 5+ sentences.

Level 2b ALWAYS starts sentence in different ways – secure in time connectives. Chooses describing words more carefully to add more detail. ALWAYS uses ‘and’ to link ideas and SOMETIMES uses ‘because’. Capital Letters and Full Stops correct in 90% of sentences. Writing at length – at least half a page of A4. Begins to use cursive handwriting script

Level 2a ALWAYS starts sentence in different ways – secure in time connectives. Chooses ambitious describing words more carefully to add more detail. ALWAYS uses ‘and’ or ‘because’. BEGINNING to use other connectives. Capital Letters and Full Stops correct in 100% of sentences. BEGINNING to use other types of punctuation, including ! ? and maybe “ “ for speech Writes at length – one page of A4 Cursive handwriting script is becoming more developed

Level 3c ALWAYS starts sentence in different ways – secure in time connectives. Chooses ambitious describing words more carefully to add more detail. ALWAYS uses ‘and’ or ‘because’. BEGINNING to use other connectives. Capital Letters and Full Stops correct in 100% of sentences. BEGINNING to use other types of punctuation, including ! ? and maybe “ “ for speech. BEGINS to groups ideas in to paragraph like sections.

Thank you Feedback and Questions