1. 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.

2. 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.

3. The Northern Ireland Curriculum

4. 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

5. 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

6. 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

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

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

9. 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

10. 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!

11. 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

12. 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.

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

14. 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

15. 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.

16. 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

17. 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.

18. Example Lesson

19. Learning the Letter Sounds

20. 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

21. 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.

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

23. 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

24. 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

25. Phonic Sounds – http://jollylearning. co

26. 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

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

28. 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.

29. Picture of letter formation P1

30. Writing in Action
Pictures of writing activities added here

32. 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.

33. 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.

34. “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

35. A key sound / beginning and end sounds

37. 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.

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

39. Questions

40. 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.

41. 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

42. 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