1. Literacy Workshop P

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

3. 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

4. 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

5. Jolly Phonics

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

8. 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

9. Reading Strategies

10. 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.

11. 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.

12. Reading Activities

13. 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

14. 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.

15. 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.

16. 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.

17. Progression of Writing
Mark making and experimenting with letters.

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

19. Progression of Writing
Forming simple 3 letter words independently.

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

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

22. 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

23. Any Questions?