Literacy Workshop Early Years Foundation Stage 15.11.18 Early - - PowerPoint PPT Presentation

Literacy Workshop

Early Years Foundation Stage 15.11.18

Early Reading and Writing

• The children are taught synthetic phonics
• Phonics is our primary approach to reading and writing
• Scheme of work used is Letters and Sounds
• In Reception, Year 1 and 2 phonics is streamed and taught 3 days a

week for approximately 25mins

Letters and Sounds

• The teaching of phonics is broken down into 6 phases
• Phase 1 and Phase 6 are ongoing
• Phase 2 and Phase 3 focus on teaching of new letters and sounds

(including blends)

• Nursery begins at Phase 1

Phase 1

• Aspect 1 Environmental Sounds
• Aspect 2 Instrumental Sounds
• Aspect 3 Body Percussion
• Aspect 4 Rhythm and Rhyme
• Aspect 5 Alliteration
• Aspect 6 Voice sounds
• Aspect 7 Blending and Segmenting

Phase 2

• Only begins after the children can orally segment and blend
• Children begin to learn the first representation of letters and sounds

and how to write and read simple CVC words

• The letters and sounds are learnt in a specific order (not the order of

the alphabet) – this is so the children can apply their knowledge rapidly

Progression of Sounds Taught

The sounds of English

• 44 sounds
• 19 – vowel sounds
• 25 – consonant sounds

We focus on the sound of the letter and not the letter name. Letter names are taught in Phase 3 once children are able to apply all sounds on Phase 2

How is Phonics taught?

Revision of Sounds Taught

s a s a t p t p i

Orally Segmenting

Say the names of these pictures in robot talk.

Practising the new sound

Magic Pencil

Application of letters taught

Your turn to write.

How can you help?

• Please speak to your child as much as possible
• Read to them – LOTS!
• Encourage your child to explore new words, question things and

respond in full sentences

• Play with words, listening to the specific sounds in words and

investigating what your mouth is doing while saying these sounds (what are your lips doing, where is your tongue? etc.)

• This can be done in your home language!

Ideas for Reading

With your partner…

• How often do you read with your child?
• What kinds of texts does your child enjoy?
• How do you keep yourselves engaged with a text?
• Strategies for favourite books!

Ideas for Reading with your child

Before reading the book – Have your child look at the cover and predict what they think the story is going to be about – Have your child decide whether the book is a fairy tale/imaginary (fiction) book

• r a real (non-fiction) book – what lets us know this?

– Point out the name of the book (title), the person who wrote the book (author) and the person who drew the pictures for the book (illustrator) – Ask your child to look for the blurb and read it to them – Do a picture walk through the book and let your child tell you what they think the book is about – Don’t look at the last page of the book, predict how the story might end

Ideas for reading with your child

During the book – Ask your child questions about the characters in the book as you read the story – link to personal experiences – Have your child use his/her finger to follow the direction of the text (left to right, top to bottom) – Have your child look at the sentences and see if he/she can identify any of the sounds in the words or any of the high frequency words they have learnt – Discuss any unusual words/ideas or features of the text – Encourage your child to join in with repeated refrains – Decide together on voices for the characters

Ideas for reading with your child

After the book – Discuss with your child what they liked/disliked about the story and why – Did the story have a sad or happy ending? Can your child think of a different ending for the story? – Can they summarise what happened at the beginning, in the middle and at the end? – Can they recall key events from the story and find them in the book?

How to help your child read a word

• Which letter phonemes do you recognise? Can you blend them together?
• Does the word make sense? Read the sentence again to check.
• Is there another word that would make sense?
• Could the picture give you a clue?
• Is it a word you know?
• Have you read the word before? Is it on another page?
• Are there any bits of the word you recognise?
• Miss out the word, say ‘mmmm’, finish the sentence. Then go back and

work out what the word was.

• In a rhyming book, think of a word that rhymes.

Always go back and read the sentence again!

Writing – Gross and Fine Motor

For children who struggle to hold and move a pen, they need plenty of

• pportunities to develop their gross and fine motor skills
• Gross: weight-bearing activities, deep pressure exercises, monkey bars, wheel-

barrow races, climbing ropes, hanging, lifting

• Fine: tweezers, threading, practising mark making in a range of contexts, using

different writing tools, writing on the wall and floor, using levers and pulleys, playdough, lego, building blocks, buttons and poppers, digging, sand play Children need to develop their core and shoulder strength before their hand strength

Writing

• Think about contexts that will motivate your child to write – they will want

to feel their writing has a purpose

• Let them watch you write for a variety of purposes – bring their attention

to your role as a writer and think aloud

• Think about scale and size…
• Writing doesn’t need to involve paper and a pencil
• Encourage your child to read their writing to you even if you find it

unrecognisable Any attempts at writing should be celebrated!

Emergent Writing

Making Sentences

• Ask them what they want to write.
• Make it into a short, manageable sentence, e.g. “I went on the swings at the park.”
• Say the sentence 2 or 3 times.
• Count the words of the sentence on your fingers.
• Act out capital letters, finger spaces and full stops whilst saying the sentence aloud
• What was the first word? Do you know how to spell it? Write the first word.
• Read the word they wrote. Say the whole sentence again counting the words. Which word do we have to

write next?

• Do you know how to spell that word? Stretch the word (say it slowly). What does it begin with? What else

can you hear?

• Write the letters that match the sounds they can hear in the word.
• Read the sentence so far. What is the next word?
• Keep repeating the above steps until they have finished the sentence.
• Read the sentence back together

Any Questions

St Joseph’s RC Primary School Cadogan Street - London SW3 2QT - T. 020 7589 2438

Teamwork!

Achievement represents much hard work, effort and dedication on behalf of the children and staff. Our aim is to ensure every child strives to achieve their personal best. Thank you in advance for all your support in this mission – your support is crucial.