with reading & writing skills Thursday 6 th October 2016 Dan - - PowerPoint PPT Presentation

How to help your child at home with reading & writing skills

Thursday 6th October 2016 Dan O’Leary, Assistant Head Lisa McKeon, English Leader Kim Peterson, Early Years Leader

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Our Vision:

Our Vision Statement Sherington Primary School and Children’s Centre is an inclusive

• community. We place the child at the centre of all that we do. We

strive to maintain the highest standards in an environment that is creative, stimulating, inspiring and enabling. Aspire Motivating and exciting all to become life-long learners Believe Developing the skills and confidence to foster self-belief Create Engaging all learners through creative practice and personal reflection Achieve Experiencing success and embracing future challenges

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This Morning

• 8:50 Registration

An opportunity to look at display and sample of

books and resources.

• 9:05 Introductions and presentation

Please save questions for the end or write them

• n paper for later.
• 9:45 Evaluations
• 9:55 Visit reception classes
• 10:20 Finish

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This session aims to give you…

• An understanding of the complexity of the skills

involved in early reading and writing

• An overview of the progression of skills
• An insight into how we teach reading and writing at

Sherington to enable you to support this learning at home

• An understanding of how important this partnership

is in your child’s progress

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“We don’t need a list of rights and wrongs, tables of dos and don’ts: we need books, time, and silence. ‘Thou shalt not’ is soon forgotten, but ’Once upon a time’ lasts forever.”

• Philip Pullman

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TALK!

Listening and speaking are a child’s introduction to language and literacy. Activities such as talking and singing will teach your child the sounds and structures of language, making it easier for him or her to learn to read or write.

• Encourage your child to tell you about his or her day –

about activities, sports and games.

• Ask lots of questions so that your child knows you are

interested in what he or she is thinking about.

• Talk with your child as much as possible about things you

are doing and thinking.

• Encourage your child to tell you what he or she thinks or

feels.

• Don’t interrupt! Let your child find the words he or she

wants to use.

• Sing songs, such as the alphabet song, and recite nursery

rhymes, encouraging your child to join in.

• Play rhyming and riddle games – make it FUN!

EYE: I can recite some simple rhymes I can continue a simple rhyming string

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Early reading and writing

• Very closely linked
• Children need the same skills to be

effective readers and writers

c-a-t

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Pre-reading

Things to do at home to encourage pre-reading…

• Talking about pictures (pink/red/yellow)

EYE: I can read an unknown yellow book

• Reading to your child (1:1 correspondence)
• Discussion about the book after reading and

asking them questions

EYE: I can answer questions from a simple story

• Lots of different types of books, menus, fliers,

signs etc.

• Show your child that you are also a reader –

be a role model

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Books for enjoyment or ‘choosing book’ – foster an early LOVE for reading!

EYE: I can give my opinions about a text that’s been read to me

I can listen attentively in a range of situations I can sequence events in a simple story

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Reading each week

• 1:1 reading with teacher or teaching assistant
• Guided reading in a small group of 5 or 6 with

an adult

• Children’s home reading book will be changed

3 times a week, and the book of their choice (from the book corner) once a week

• Children will be read aloud to every day
• Small world – imaginary play

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Emergent Writing

• Drawing and mark making
• Use different media and resources:

crayons, paint, felt tips, sand, fingers, twigs…

• Moveable letters: magnetic
• Writing for a purpose in role play

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Physical Development

• Physical development is

good for helping pupils to develop gross and fine motor skills

• Examples include:

paintbrushes, twirling ribbons, tweezers, and sand to support letter formation

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Important Basics!

• Pencil grip – start with, and encourage

the correct grip

EYE: I can sit correctly at a table and use a tripod grip

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Important Basics!

• Letter formation – incorrectly formed letters

are difficult to correct once established and delay progress in writing

EYE: I can write all letters of the alphabet, most of which are correctly formed

• Use of lower case – capital letters only to start

names

EYE:I can write my name using correct spelling and case

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Why is it so important?

We place the child at the centre of all that we

• do. We strive to maintain the highest standards

in an environment that is creative, stimulating, inspiring and enabling. What learning journey is my child going on and where does it lead?

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After 3 years – Year 2 child’s writing

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After 7 years – Year 6 child’s writing

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Life skills and first formal educational experience

• Secondary school
• College
• University
• Success
• Happiness
• Social mobility
• Emotional development

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In Reception your child will have a daily phonics session where they will:

• Develop the ability to recognise what

sound a letter, or pairs/groups of letters make

• Segment or ‘sounding out’ and

blending ‘putting it back together’ words

EYE: I can segment monosyllabic words and identify every sound I can spell some words correctly and make plausible attempts at others

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When segmenting and blending it is so important to get the letter sounds right!

http://www.youtube.com/watch?v=P-eTO8L3t40&safe=active EYE: I can name and sound all letters of the alphabet

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Segmenting and Blending

• It is the ability to do this rapidly whilst

correctly pronouncing the letter sounds that is important when reading unusual and unknown words.

EYE: I can use my phonic knowledge to decode regular words I can read the first 45 high frequency words

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Phonics: activity

• s a t p i n
• How many words can you make in 30

seconds using these letters?

• Once you know what letters/sounds your

child is learning, this is the type of activity you can do with your child at home.

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Phoneme Frames

s a t p i n

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p a t p ai n

Sound Buttons

• Sound buttons are used to help children

segment/ break down words into sounds (both during reading and writing)

• EYE: I can segment the sounds in simple words and blend them
• Encourage children to use their finger to

follow the words for one to one correspondence

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Emergent writing

• The following pieces of writing highlight examples of

the different stages of early writing

EYE: I can say what my writing says and means

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Initial sounds

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EYE: I can orally construct a sentence I can write simple sentences that can be read by others I am beginning to use capital letters and full stops to demarcate sentences

• English has many ways of sounding

the same groups of letters

• It has many ways of spelling the

same sounds

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Spelling ‘long a’

• ay day
• a-e made
• ai train
• ey they
• eigh eight

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Tricky words

• Some words cannot be decoded using
• phonics. We call these tricky words:

said the to

• These can be found in your child’s reading

log

• Strategies for learning them

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Helping your child with writing at home…

• Oral rehearsal of sentence
• Segment a word into its constituent phonemes
• Link with reading; segmenting and blending
• Visual recall of letters in a word (tricky words)
• Learning by reading, looking, copying, writing
• Remember although we use the letter name, we

use the sound when spelling –Encouragement and praise!

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“We don’t need a list of rights and wrongs, tables of dos and don’ts: we need books, time, and silence. ‘Thou shalt not’ is soon forgotten, but ’Once upon a time’ lasts forever.”

• Philip Pullman