Literacy Workshop

Areas of Literacy Reading Speaking and Listening Writing

Reading activity Can you read this? I cnduo't bvleiee taht I culod aulaclty uesdtannrd waht I was rdnaieg. Unisg the icndeblire pweor of the hmuan mnid, aocdcrnig to rseecrah at Cmabrigde Uinervtisy, it dseno't mttaer in waht oderr the lterets in a wrod are, the olny irpoamtnt tihng is taht the frsit and lsat ltteer be in the rhgit pclae. The rset can be a taotl mses and you can sitll raed it whoutit a pboerlm. Tihs is bucseae the huamn mnid deos not raed ervey ltteer by istlef, but the wrod as a wlohe. Aaznmig, huh?

Reading ‘Children are made readers on the laps of their parents’ Emilie Buchwald Teaching reading: phonics Shared reading (Big books/SMARTboard) Guided reading Genres: Fiction, non-fiction, poetry, plays Individual reading books Library books

PHONICS PHONICS Pupils in Year 1 and 2 are taught phonics for 20 minutes every day We use the ‘synthetic phonics’ approach (teach letter sounds then used to ‘decode’ words) Phonics teaching is supported by our phonics- based ‘Oxford Reading Tree’ reading scheme

READING AT HOME As parents, you hold the key to helping your child become a confident, successful reader. The majority of reading your child does takes place at home and your help can determine how much they progress as readers.

Reading Supporting your child at home … Focus on letter sounds and names Choose books that are interesting to your child Provide a comfortable area for reading enjoyment Set a routine time for reading that’s not assigned, eg. at bed time or after dinner. Reading Games

Reading Supporting your child at home Give them time, if your child mispronounces do not interrupt immediately, allow time for self correction. Encourage your child to work out unfamiliar words by using picture clues, sounding out or reading on to see what word would make sense. Remember! there is more to being a good reader than just being able to read the words accurately.

WHERE DOES PHONICS FIT IN? Once a child can work out the words (decode) he can then begin to sort out the message (comprehend). If he can’t decode the words, he can’t begin to understand. That’s where phonics comes in…

Reading Group role play: Using the text, role play a ‘parent and a child’ with the person next to you. The ‘parent’ will ask each of the five fingers questions to the ‘child’, who answers them based on the story they have just read. Questions: What happened at the beginning of the story? Who are the main characters? What was the problem they needed to solve? What happened in the story? (Ask about beginning, middle, and end) How did they solve the problem?

HIGHER ORDER READING SKILLS 1) Evidence from text 2) Sequencing events 3) Understanding of vocabulary 4) Deduction 5) Inference 6) Justification 7) Recognise authorial choice / voice 8) Express opinions / evaluating

Speaking and Listening ‘If you can’t say it, you can’t write it’ The Teacher Foundation Talking partners Circle time Focused discussion tasks Talk homework Drama Role-play area Adult modeling

Speaking and Listening Activity time … Talking partners Turn to the person next to you and discuss the following question …..

Speaking and Listening Supporting your child at home … Talk to your child about the following: Use Weekly Learning Review to talk about school How they are feeling What they like Events and upcoming plans Ask questions and encourage your child to ask questions.

Writing ‘The act of writing brings with it a sense of discovery, of discovering on the page something you didn't know you knew until you wrote it.’ Charles Ghigna Teaching writing: mark-making, experiment with letters Shared writing Guided writing Writing for a purpose Different genres Handwriting

Writing Encouraging your child to write at home … Adult model writing (Shopping lists, invitations, cards) Encourage child to write… Encourage use of lower case..

VCOP VOCABULARY – Should be ‘ambitious’ CONNECTIVES/CONJUNCTIONS – vary sentence length and complexity OPENINGS – children need to use different ways of starting sentences and paragraphs PUNCTUATION – from Y1: Introduction to capital letters, full stops, question marks and exclamation marks to demarcate sentences Capital letters for names and for the personal pronoun I

Y2 Punctuation continued Use of capital letters, full stops, question marks and exclamation marks to demarcate sentences Commas to separate items in a list Apostrophes to mark where letters are missing in spelling

Y3 Punctuation Continued Introduction to inverted commas to punctuate direct speech Y4: Use of inverted commas and other punctuation to indicate direct speech e.g. a comma after the reporting clause; end punctuation within inverted commas (e.g. The conductor shouted, “Sit down!”) Apostrophes to mark singular and plural possession (e.g. the girl’s name, the girls’ names)

Y5 Punctuation continued Brackets, dashes or commas to indicate parenthesis Use of commas to clarify meaning or avoid ambiguity Y6: Use of the semi-colon, colon and dash to mark the boundary between independent clauses (e.g. It’s raining; I’m fed up) Use of the colon to introduce a list Punctuation of bullet points to list information How hyphens can be used to avoid ambiguity (e.g. man eating shark versus man-eating shark, or recover versus re- cover)

ASSESSMENT Y1 Phonics Screening Y2 phonics Screening Y2 SPAG test Y6 SPAG test Formative teacher assessment - changing Standardised tests SATs and Optional SATs

Thank you for coming Any questions?